Kalderash Secondary A2 at Eng

511678-LLP-1-2010-1-AT-KA2-KA2MP
ROMANI TEACHING MATERIALS
Kalderash_Secondary_A2_AT_eng
Romani variety:
Kalderash Romani
learner level:
Secondary
proficiency level:
A2
language versions:
Romani, English
author:
Barka Emini
translated by:
Mozes F. Heinschink
coordinator:
Ulli Pawlata
edited by:
Marcus Wiesner, Barbara Schrammel-Leber, Ernedina Muminovi
e materials have been produced for teaching in the context of Kalderash Romani speakers in Austria.
With minor adaptations, the materials can also be used for other teaching contexts, such as Kalderash speaking
communities in other European countries. ere is a German and an Englisch version of the materials. e
materials consist of eleven units, which are stored in a single PDF file. Within the PDF file, there is a table
of contents which gives an overview of the units. Each unit consists of an overview and worksheets. e
worksheets are designed for black-and-white printing.
is project has been funded with support from the European Commission. is publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CO-FUNDING:
Unit 01
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
MYSELF AND MY FAMILY

Myself and my family
Myself and my friends
Myself and my surroundings
Unit 02
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
THE HOUSE/CARAVAN AND ITS ACTIVITIES

Myself and my activities
Activities at home
Unit 03
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
MY COMMUNITY
Public places and buildings
My surroundings
Unit 04
Topic (CFR):
Sub-topic 1:
ROMA CRAFTS AND OCCUPATIONS

Roma-cras and occupations
p. 59
Unit 05
Topic (CFR):
Sub-topic 1:
FESTIVALS AND CELEBRATIONS

Festivals and celebrations
p. 74
Unit 06
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
AT SCHOOL
At school
Aer school
Unit 07
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
TRANSPORT AND TRAVEL

Transport
Travel
Unit 08
Topic (CFR):
Sub-topic 1:
FOOD AND CLOTHING

Groceries and dishes
Unit 09
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
TIME, SEASONS AND WEATHER

Weather
Time
Seasons
Unit 10
Topic (CFR):
Sub-topic 1:
NATURE AND ANIMALS

Animals
p. 156
Unit 11
Topic (CFR) :
Sub-topic 1:
HOBBIES AND THE ARTS

Hobbies
p. 173
p. 3
p. 23
p. 42
p. 89
p. 104
p. 123
p. 140
Kalderash_Secondary_A2_eng_unit-01
Topic (CFR): MYSELF AND MY FAMILY
Sub-topic 01: Myself and my family
Sub-topic 02: Myself and my friends
Sub-topic 03: Myself and my surroundings
Connected main themes in the CFR: Hobbies and Arts, At school
Working with the CFR Learning objectives

Skill
Relevant descriptors in the language grid (can do) OR I can statements:
Can follow basic instructions or advice by a teacher or an adult at school or schoolrelated places.
Can understand the basic facts in a conversation between two adult family members about a familiar topic.
Can follow a conversation between two other children at play.
Can basically understand an adult person blessing a child.
Can use the alphabet for finding his/her name on a list at school.
Can read and understand age appropriate stories about children und their life in dierent surroundings
(e.g. country, city, abroad).
Can read and understand very short and simple texts with common and familiar words about topics like
Roma-children, fairytales and life of the Roma in family or community.
Can confidently answer familiar questions about his/her name, age, number of siblings etc.
Can initiate conversations about a familiar topic (e.g. what he/she has done over the weekend)
bc Can confidently answer familiar questions of community- or family-members about his/her name, age,
number of siblings, etc.
Can use phrases of greeting or leave-taking naturally and appropriately.
Can use a number of phrases and basic sentences for talking about his/her interests, hobbies, daily
routines or family life in age-appropriate manner.
Can use phrases and basic sentences to talk about his/her feelings (tired, angry, sick, etc.).
Can describe his family, everyday-life, plans (e.g. holidays), preferences and dislikes to a family- or
community member by using a number of phrases and basic sentences.
Can use a number of phrases and basic sentences to describe his/her aitude towards dierent topics
(e.g. family values, ethical or religious dierences) in ageappropriate manner.
Can express feelings in family or community by using a number of phrases and basic sentences.
Can write short and simple texts about his/her family (e.g. everyday life).
Can write short and simple texts about personal interests, preferences and dislikes (e.g. food, TV).
Can write short and simple, age-appropriate descriptions of important events or personal experiences
(e.g. new baby in the family, journeys, celebrations, helping the parents).
Can write a short and simple leer to a family member in which he/she describes an important family
event (e.g. christianing, wedding, birth of a child) in ageappropriate manner.
Working with the ELP

Language passport: Teaching activity 06
Language biography: Teaching activity 15
Dossier: Dossier worksheet 0205, 08, 10, 11, Teaching activity 02
Kalderash_Secondary_A2_eng_unit-01 | 3
Vocabulary| Sub-topic 01: Myself and my family

Active
e ej
avela
e kola
xal
ramol
le khresko zadatko
al
phenel
e mami
anel
i anel
kana
katar
ukar
lao, lai
kamel
i kamel
sar
sode?
o saritori, le scaritorja
le skavimask asur
o/e antrego
phandado, phandadi,
phandade
the girl
to come
the school
to eat
to write
the homework
to stay
to say
the grandmother
to know
to not know
when?
from where?
nice
good
to like
to dislike
how?
how much?
the teacher(s)
the lesson(s)
the whole
closed, locked
s
so?
savo?, savi?, save?
o datumo
bijandilo, -i
o br
o on
o djes
le bal (pl.)
e jakh
e adresa
e phuv
e dej
o dad
o phral, le phral
e phej, le pheja
adjesutno, adjesutni
e mnatura
o peato, le peatur
de katar adjes
o mobilno telefono
le mobilni telefoja
baol
to be
what?
which?
the date
born
the year
the month
the day
the hair
the eye, the eyes
the address
the country
the mother
the father
the brother, the brothers
the sister, the sisters
of today
the signature
the stamp(s)
von heute an
the mobile phone
the mobile phone(s)
ringing
e vjata
the message (SMS)
bokhalo, bokhali
hungry
e bui
the work
o grako, o graako
the pea(s)
amende
to us
krel
to do
vorta
right
kodja
the, this, that
javil
to call
arsel
to arrive
maj palal, posle
later
e minuta, le minute
the minute(s)
akana
now
inel
to buy
katar
o gav
lako
o hobi
o baleto
al
kado, kodo
from where?
the village
hers
the hobby
the ballet
to go
the, this
Passive
Vocabulary| Sub-topic 02: Myself and my friends

Active
mu
e drugarica
e familja
o strjino them
o foro
bel
o dujto anav
my
the friend
the family
foreign country
the city
to live, reside
the last name
Passive
nevo, nevi, neve
adjes
loal
new
today
to rejoice
Vocabulary| Sub-topic 03: Me and my surroundings

Active
e ejo
o avoo
krel svato
tumaro, tumari
i direktorka
tumeng
e informacija
alil pe
e istarka
the girl
the boy
to speak
your
the headmaster
for you
the information
to complain
the cleaning woman
i tromal
o xodniko
ingo, ingi, inge
phenel
vareso
udel
o gunoj
prastal
perel
not being allowed

the hallway
wet
to say
something
to throw away
the garbage
to run
to fall
because
to remind
everywhere
still
small
also, and
when, for
two
for
the buckets, pails
aer
thank you
each (R)
throw
it is not allowed
speak
complain
must
yet
vareso
e uvli kaj gril
something
the cleaning lady
Passive
k, kaj
del godji
kajgodi
maj, nk, jo
cno, cni, cne
i, vi
ka, kaj
po duj
pala
i bradji, le bradja
poto
najis
svako
udel
naj slobodo
krel svato
alil pe
musaj, si te
maj
(lit. the woman who cleans)
kaj (Relativpronomen)
itol
kon? sostar?
jo, maj
del anglal
numa
ando, ande
ku
lel sama
Le sama pe tute!
sgo
sdjarel
Devlesa!
o them, le thema
gril
who
read
who? why?
yet
reply
however, but
in, into,
expensive, valuable
watch
Take care of you!
quickly
hurry
Goodbye!
(lit. With God!)
e country, countries
clean, take care
Grammar
Active
Passive
Forming clauses and Clause position, Present Tense
Simple Interrogatives, Perfect tense, Plural
Teaching activity 01 | Sub-topic 02: Myself and my friends Listening comprehension Mu nevi drugarica
Duration: 20 min | Skill: a

Mat./Res.: Listening worksheet 01 + Audio device
01.
02.
03.
04.
Children hear the listening comprehension Mu nevi drugarica (worksheet 01) twice.
Children talk about the content with the child siing next to them.
e listening comprehension is played again. Children are to keep one word that they dont understand in mind.
Children tell the teacher their words one aer the other. Teacher writes them on the blackboard and translates
them.
05. Teacher and children talk about the content of the text.
06. Finally they listen to the text once again.
Teaching activity 02 | Sub-topic 02: Myself and my friends Reading Mu nevi drugarica
Duration: 30 min | Skill: d
| ELP: Dossier p. 53
Mat./Res.: Reading worksheet 02

01. Teacher hands out the reading text Mu nevi drugarica and tells one child to read the first section.
02. Teacher and children talk about the content of the first section; Teacher writes unknown words of the text to
the blackboard and translates them.
03. Same procedure for the following sections, until the whole story is told and all the words which are unknown
to the children are on the blackboard.
04. Subsequently the children underline words that give information about both girls in the story (Focus on the
words: strjino them, foro, dujto anav, inja, br, Srbija, gav, hobi, baleto).
05. Children copy newly acquired terms to their ELP (p. 53).
Teaching activity 03 | Sub-topic 02: Myself and my friends Gap fill text Mu nevi drugarica
Duration: 15 min | Skill: e | ELP: Dossier
Mat./Res.: Gap fill text worksheet 03
01.
02.
03.
04.
Note: is activity can only be done subsequently to activity 02.

Children get the gap fill text Mu nevi drugarica (worksheet 03); Teacher explains the task.
Children are to fill out the text in 1015 mins.
Subsequently every child reads one sentence and repeats the word in the gap additionally once again.
Worksheet is added to the Dossier.
Teaching activity 04 | Sub-topic 01: Myself and my family TV-Monolog I present myself
Duration: 40 min | Skill: e d
| Dossier
Mat./Res.: Cards worksheet 04, lined paper

Preparation: Cuing out and laminating cards of worksheet 04.
01. Teacher puts up the question-cards one below the other on the blackboard and hands out one lined paper to
each child.
02. Teacher explains the task: Write at least 5 sentences about yourself as an introduction using the questions on
the blackboard. (Teacher can write one or two sentences as examples to the blackboard to help the children.).
03. Subsequently the children read their sentences aloud; Teacher can check their spelling.
04. Worksheet is added to the Dossier.
Teaching activity 05 | Sub-topic 01: Myself and my family Casting TV-role

Duration: 50 min | Skill: b
Mat./Res.: Sentences of activity 04, camera, television-set
01. Teacher explains the game: Imagine you are at a casting for a TV-role. While you introduce yourself there you
are filmed by a camera. What do you say?
02. Children are to prepare a monologue in about 10 mins (the questions of activity no. 04 might help them);
Children can take notes.
03. Subsequently the teacher films the children when performing their casting.
04. en they watch their recordings together (to show the childrens progress several recordings can be made).
Teaching activity 06 | Sub-topic 01: Myself and my family Mix-Kid
Duration: 50 min | Skill: a e | ELP: Language passport p.3
Mat./Res.: Worksheet 05
01.
02.
03.
04.
05.
Preparation: Enlarge Worksheet 05 twice to A3 and cut one of them as marked.

Every child picks a strip of paper.
Teacher explains what the children are to fill out and puts the second A3 worksheet to the blackboard.
Children fill out their section and glue them to the appropriate place of the worksheet on the blackboard.
ey can now look at and talk about the Mix-kid on the blackboard.
Children fill out their language-passport p. 3.
Teaching activity 07 | Sub-topic 01: Myself and my family Morning circle How do I feel today
Mat./Res.: Pictures worksheet 06
01.
02.
03.
04.
05.
06.
07.
Preparation: Print and laminate pictures of worksheet 06.

Note: e morning circle can be introduced as a daily ritual at the beginning of a school-day. Aer the
weekend the questions can be enhanced by asking Sar sas o vikendo?.
Note: e aim of the exercise is to speak freely, without corrections or interruptions by the teacher. Children
can also use facial expressions and gestures.
Children sit on their chairs in a circle.
Teacher spreads out the dierent pictures in the middle of the circle and discusses the emotions on them and
their names in Romani with the children.
Teacher starts the morning ritual by saying: Adjes sm loalo, and showing the appropriate picture card.
Now he/she asks a child: Sar haares tu tut adjes?.
e child takes a picture card that fits his/her mood and answers: Adjes sm ino/iji (brigako/brigaki, nasvalo/
nasali, mito, ).
Now the teacher asks the next child: Sar haares tu tut adjes?.
e game is over when all children had their turn.
Dierentiation:
Children, that are already advanced speakers, can tell the reasons for their emotions (Im sad because my
brother is ill.; Im happy because today is my birthday. etc.).
Teaching activity 08 | Sub-topic 03: Myself and my surroundings Listening comprehension E direktorka

Mat./Res.: Listening worksheet 07, audio device
01.
02.
03.
04.
Children hear the listening comprehension E direktorka (worksheet 07) twice.

e listening comprehension is played again; Children are to keep a word that they dont understand in mind.
them.
06. Finally they listen to the text once again
Teaching activity 09 | Sub-topic 03: Myself and my surroundings Reading E direktorka
Duration: 15 min | Skill: a e | ELP: Dossier

01.
02.
03.
04.

Teacher hands out the text E direktorka (worksheet 08).
Children read the text and try to answer the questions (under the text) with a partner.
Children tell the teacher their answers and he/she writes them on the blackboard.
Teaching activity 10 | Sub-topic 01: Myself and my family Worksheet Mu familja

Duration: 15 min | Skill: e
Mat./Res.: Worksheet 09, String and staples
Note: Ideal for children, that are not (yet) alphabetized. Alternative for alphabetized children: Sentences about
each family member.
01. Teacher hands out worksheet Mu familja (worksheet 09) and explains the task: Draw your family.
02. Teacher and children discuss where on the worksheet o dad, e dej, are. Maybe the children who can already
read and write can help.
03. As soon as the children are finished, the pictures can be fixed on a string with staples and exhibited in the
classroom.
Teaching activity 11 | Sub-topic 01: Myself and my family Presentation Mu familja
Mat./Res.: Worksheet 09, String and staples
01. e group and the teacher inspect all the pictures (see activity no. 10).
02. Every child presents his/her picture by saying at least two sentences about each of his/her family members
(name, age, occupation, hair color, hobbies, etc.).
Teaching activity 12 | Sub-topic 01: Myself and my family Worksheet E vjata

| ELP: Dossier

01.
02.
03.
04.
Teacher hands out the text E vjata (worksheet 10).

Asks the children to read the text with a partner and talk about it.
Subsequently the group talks about the text (who wrote the SMS?, what does he/she want? etc.).
Teaching activity 13 | Sub-topic 01: Myself and my family Worksheet De anglal pe vjata
Duration: 30 min | Skill: b e | ELP: Dossier
Mat./Res.: Worksheet 11, text worksheet 12
Supplement: Worksheet 11 for children; Text worksheet 12 for teacher
01. Teacher hands out worksheet de anglal pe vjata (worksheet 11).
02. Children assist the teacher to write an answer to the SMS, following worksheet 12.
03. Children copy the text from the blackboard and add the worksheet to the Dossier.
Teaching activity 14 | Sub-topic 01: Myself and my family Listening comprehension E mami
Mat./Res.: Listening worksheet 13, Audio device

01.
02.
03.
04.
Children hear the listening comprehension E mami (worksheet 13) twice.

e listening comprehension is played again; Children are to keep a word that they dont understand in mind.
them.
Teaching activity 15 | Sub-topic 01, 02, 03: Language-Portfolio
Duration: 30 min | Skill: e d | SF: I | ELP: p. 21, 22
Mat./Res.: Language-portfolio p. 21, 22/Level A2
Preparation: Teacher structures the checklist in the language-biography (p. 21, 22/Level A2) as he/she prefers.
01. Aer finishing Unit 01 the teacher hands out his/her checklists.
02. Teacher and children discuss the list point by point. Children draw a star or anything similar beside a point if
they meet the requirements of it (I can ).
03. e checklists are added to the ELP (Language biography).
Lesson plan 01 | Sub-topic 02: Mu nevi drugarica- Textual comprehension

TA-Nr.: 01 | Learning objectives: Textual listening to and understanding of simple texts. Listening to and
understanding of simple texts and single words.
01.
02.
03.
04.
Children hear the listening comprehension Mu nevi drugarica (worksheet 01) twice.
them.
TA-Nr.: 02 | Learning objectives: Textual listening to and understanding of simple texts. Listening to and
understanding of simple texts and single words.

01. Teacher hands out the reading text Mu nevi drugarica and tells one child to read the first section.
02. Teacher and children talk about the content of the first section; Teacher writes unknown words of the text to
the blackboard and translates them.
03. Same procedure for the following sections, until the whole story is told and all the words which are unknown
to the children are on the blackboard.
04. Subsequently the children underline words that give information about both girls in the story (Focus on the
words: strjino them, foro, dujto anav, inja, br, Srbija, gav, hobi, baleto).
05. Children copy newly acquired terms to their ELP (p. 53).
Lesson plan 02 | Sub-topic 01: Mix-Kid
TA-Nr.: 06 | Learning objectives: Answering simple questions about oneself and ones family.
Duration: 50 min | Skill: a e
01.
02.
03.
04.
Preparation: Enlarge worksheet 05 twice to A3 and cut one of them as marked.

Every child picks a strip of paper.
Teacher explains what the children are to fill out and puts the second A3 worksheet to the blackboard.
Children fill out their section and glue them to the appropriate place of the worksheet on the blackboard.
ey can now look at and talk about the Mix-kid on the blackboard.
Muo anav
Mu nevi drugarica
Me thaj mu familja sam neve ande strjino them.
Ame trajis ando foro Bei. Adjes sas muo angluno
djes ande nevi kola.
Me blem paaj Rua. Lako dujto anav s Nikoli.
Voj s 9 brengi thaj i voj avel katar e Srbija sar i
me. Numa me bavas ando foro Beogrado aj voj
avel anda o cnoo gav Dren, paluji pota Grabovac.
But loajlem kana phendja voj mang, kaj lako hobi
s te al ka baleto, k vi me av ka baleto.
Adjes sas muo

angluno djes
ande nevi kola.
Kalderash_Secondary_A2_eng_unit-01 | worksheet 01, worksheet 02 | 11
Muo anav
Mu nevi drugarica
Me thaj mu familja sam neve ande ________.
Ame trajis ando ____Bei. Adjes sas muo angluno
djes ande nevi kola.
Me blem paaj Rua. Lako _______ s Nikoli.
Voj s 9 brengi thaj i voj avel katar e ______ sar i
me. Numa me bavas ando foro
Beogrado, aj voj avel anda o cnoo ______ Dren,
paluji pota Grabovac.
But loajlem kana phendja voj mang kaj lako
____ s te al ka ______ k i me av ka baleto.
Me blem paaj
Rua.
Kalderash_Secondary_A2_eng_unit-01 | worksheet 03 | 12
Sar s o anav?
Sode brengo/brengi san?
Katar san?
So kames?
So i kames?
Save s e hobija?
Amen sam jek

Muo
anav:
Muo
_______________________________________________
dujto
anav:
__________________________________________
Datumo kana bijandilem:

Br___________ on______________ djes________________
Mue
balengi
Mue
boja:
jakhengi
boja:
__________________________________________
________________________________________
Kaj av:
em _____________ foro ______________ gav_______________
Aver ene:
Dej
________________________
Dad
________________________
Phral
1_________________2________________3_______________
Phen
1_________________2________________3_______________
Adjesutno datumo _____________
Mu smnatura _______________
Muo anav
I direktorka
avalen thaj ejalen! Kate krel svato tumari direktorka. S
ma tumeng jek but vano informacija: Poto alisajli i uvli
kaj gril i kola, pale s te dav tumen godji, k troman te
prastan pa l hodnikur aj vorta na, kana s le inge, k aj te
peren. Musaj te phenav tumeng maj vareso: Naj slobodo
te uden o gunoj kajgodi. Ka svako hodniko s tume pala
gunoj po duj bradja. Kamav tumeng jo jek ukar kolako
djes. Najis tumeng!
Girls and Boys! Here speaks your director. I have a very
important piece of information: Since the cleaning lady has
complained, I must again remind you that running in the
corridors is prohibited, especially if they are wet. I must tell
you one more thing: you must not throw away the garbage
everywhere. In each class you have two garbage cans.
I wish you a beautiful day at school! ank you!
Muo anav
I direktorka
itosar thaj de angal!
avalen thaj ejalen! Kate krel svato tumari direktorka. S ma
tumeng jek but vano informacija: Poto alisajli i uvli kaj
gril i kola, pale s te dav tume godji, k troman te prastan
pa l hodnikur aj vorta na, kana s le inge, k aj te peren. Musaj
te phenav tumeng maj vareso: Naj slobodo te uden o gunoj
kajgodi. Ka svako hodniko s tume pala gunoj po duj bradja.
Kamav tumeng jo jek ukar kolako djes. Najis tumeng!
1) Kon alisalilo kaj direktorka?
_____________________________________
2) So naj slobodo te kren le le avo?
a) ___________________________________
b) ___________________________________
Kate krel
svato tumari
direktorka.
3) Sostar naj slobodo te prastan le avo?

_____________________________________
ad
mu
d
muo
d
Mu familija
ej
Kodo/
kodi
mue ph
r
mue ph
e
al
Kodi s
mu dej
me
Kodo s
muo dad
ja
Kodola s
mue phral thaj
mue pheja
Muo anav
E vjata
itosar e vjata thaj dikh so kamel i dej
Mu ku ejo,
kana ka aves katar e kola, xa mano thaj
ramosar e khresko zadatko. Me musaj
te aav jo duj asur ande bui. Phendem
a mamijak te avel i amende, numa i
anav vorta kana kam arsel. Ka javina(v)
ma tuk maj palal. Le sama pe tute!
i Mama
Muo anav
De angal pe vjata
De angal pe vjata
Children assist the teacher to write
an answer to the SMS:
example 1:
Halo mamo,
Mito-j, me kam lav mang te xav.
Le khresko zadatko kam ramov kana avel e mami!
Devlesa!
example 2:
Halo mamo,
Me i sm bokhali/bokhalo. aj te xas mano pe k
than kana aves tu! Le khresko zadatko kam ramov
la mamjasa! Devlesa!
E mami
M:
Sar san mu ejo? So kres?
Halo mamijo! Ake vorta akana avilem

katar e kola!
M:
Sar sas tuk ande kola?
Mito sas, mamijo, ali but bokhali sm.

E mama iradja graako numa i xal
pe mang kodo.
M:
Me kam arsav tute tela de minutur.

Kames te inav tuk vareso katar o McDonalds
Kodo s but mito mamijo!

Tu anes vorta so me kamav! Av-tar sgo!
M:
Devlesa mu ukar ejo! Me sdjarav!
Topic (CFR): THE HOUSE/CARAVAN AND ITS ACTIVITIES
Sub-topic 01: Myself and my activities
Sub-topic 02: Activities at home
Connected main themes in the CFR: Hobbies and Arts

Skill
Can understand the gist of a story taking place at home if it contains familiar, common vocabulary.
Can understand the gist of a report about every day activities if it contains familiar vocabulary.
Can understand the gist of a story or report that takes place in a house/caravan if it contains familiar
and common vocabulary.
Can understand basic instructions given at home.
Can read a simple text, that describes activities or the daily routine in a house.
Can read a simple text (story or report) about every-day life of a Roma-family.
Can make a simple conversation about his/her every-day-life and the daily routine of other members
of his/her family with the teacher or other students.
Can answer questions about his/her every-day-life and preferences or dislikes.
bc Can make a simple conversation about his/her every-day-life and the daily routine of other members
of his/her family with the teacher or other students.
Can answer simple questions about his/her every-day-life and preferences or dislikes in context of the
Roma-lifestyle.
Can use a number of sentences and phrases to describe, what he/she does on an ordinary day aer
school.
Can describe and show his every-day-life using dolls.
Can use a number of sentences and phrases to describe what he/she does on an ordinary day aer
school
Can use a number of phrases and sentences to describe what one of his/her family members does on an
ordinary day.
Can describe and show his every-day-life using dolls.
Can write a postcard or a short text about his/her home.

Can write a short leer on the topic my day, my home or my family.
Can write a postcard or a short text about his/her house/caravan.
Can write a short leer on the topic my day, my home or my family.
Working with the ELP:

Dossier: Worksheet 02, 03, 05, 08, 09, Teaching activity: 02, 03, 09, 11, New vocabulary
Grammar
Active
Passive
Forming Future tense, Forming Perfect 1st Pers. SG

Recognizing verbs, Clause position
Vocabulary| Sub-topic 01: Myself and my activities

Active
khlel fudbalo
to play soccer
plivil, plivisardem
to swim, I swam
khldem fudbalo
I played soccer
glumil
to do acting
khlel koarka
to play basketball
glumisardem
I did acting
khlem koarka
I played basketball
o teatro
the theater
khlel videosk khlimata
to play video-games
djilabal, djilabadem
to sing, I sang
khldem videosk khlimata
I played video-games
djilabal ande, ando
to play an instrument
khlel hokej
to play hockey
djilabadem ande, ando
I played an instrument
khldem hokej
I played hockey
djilabal ando piano
to play the piano
av kaj kuglana
to go bowling
djilabadem ando piano
I played the piano
gelem kaj kuglana
I went bowling
djilabal ando saksofono
to play the saxophone
av ando kino
to go to the cinema
djilabadem ando saksofono
I played the saxophone
gelem ando kino
I went to the cinema
djilabal ande harmonika
to play the accordion
av ka baleto
to go ballet dancing
djilabadem ande harmonika
I played the accordion
gelem ka baleto
I went ballet dancing
djilabal ando djesi
to play drums
crtol, crtosardem
to draw, I drew
djilabadem ando djesi
I played drums
aunel, aundem
to listen, I listened
djilabal ande gitara
to play the guitar
e muzika
the music
djilabadem ande gitara
I played the guitar
itol, itosardem
to read, I read
djilabal ande klarineta
to play the clarinet
e knjiga, le knjige
the book, the books
djilabadem ande klarineta
I played the clarinet
Vocabulary| Sub-topic 02: Activities at home

Active
utel, utilo, utili
to stand up, he/she stood up
iravel
to cook
pel, ka pel
to drink, he/she will drink
ka iravel
he/she will cook
del, ka del
to give, he/she will give
deteharak
for tomorrow
krel, ka krel
to do, he/she will do
le avo
the children
xal, ka xal
to eat, he/she will eat
itol, ka itol
read, he/she will read
al, ka al
to go, he/she will go
e soba
the room
inel, ka inel
to buy, he/she will buy
thovel
to do the dishes
javil, ka javil
to call
ka thovel
he/she will do the dishes
akharel, ka akharel
invite, he/she will invite
le are (pl.)
the dishes
muo dad
my father
mu dej
my mother
Passive
e kafa
the coee
vareso
something
adjes
today
le mismeresko xabe, o ruko
lunch
o duano
the store
o urnalo
the newspaper
lende
with them
le urnalur
the newspapers
musaj, s te
must
gtil
prepare
la deteharako xabe, o doruko
breakfast
numa
however, only
atuni
then
pale
again
i trobul
do not need
khani
nothing
xanc
a lile
mek
must
anglal
first
gril
to clean
palal
then
o vaso, le vasur
the pot(s)
Teaching activity 01 | Sub-topic 02: Activities at home Listening comprehension O dad la dasa
01.
02.
03.
04.
05.
06.
Children hear the listening comprehension O dad la dasa (worksheet 01) twice.
Children tell the teacher their words one aer the other. Teacher writes them on the blackboard and translates them.
Teacher and children talk about the content of the text.
Finally they listen to the text once again.
Teaching activity 02 | Sub-topic 02: Activities at home Dialogue O dad la dasa Textual reading
Mat./Res.: Dialogue worksheet 02

01. Teacher hands out the reading text O dad la dasa and asks two of the children to alternately read the dialogue.
02. Teacher and children talk about the content of the text; Teacher writes unknown words of the text to the
blackboard and translates them.
03. Children copy newly acquired terms to their ELP (p. 53) and add the text to the Dossier.
Teaching activity 03 | Sub-topic 02: Dialogue O dad la dasa Grammatical reading


01. Children take the reading text O dad la dasa out of the Dossier.
02. Teacher asks the children to read the text and underline all verbs red.
03. Teacher divides the blackboard in two columns and asks the children to tell him/her the words they
underlined.
04. Teacher writes the verbs into the second column on the blackboard.
05. Now he/she asks the children to underline all words before verbs green (focus on auxiliary word ka (=will) for
future tense formation) and tell him/her these as well.
06. Teacher writes them into the first column on the blackboard beside the fiing verbs and then underlines the
verbs that have the auxiliary word ka.
07. Now the children can try to find a grammatical rule for these words.
08. Teacher writes the rule on the blackboard: Future tense is formed with auxiliary word ka + verb.
09. Children copy that from the blackboard (eventually hand out blank sheets of paper) and add it to the Dossier.
Teaching activity 04 | Sub-topic 02: Activities at home Recording the dialogue O dad la dasa
Mat./Res.: Dialogue worksheet 02, audio-recording device
01. Children practice reading the dialogue O dad la dasa (worksheet 02) in pairs. For that they get about 10 mins time.
02. Subsequently the teacher records every couple while the other children listen or, if spatially possible, continue
practicing their dialogues.
03. Teacher and children listen to the recordings.
Teaching activity 05 | Sub-topic 02: Activities at home Gap text O dad la dasa
| ELP: Dossier
Mat./Res.: Gap text worksheet 03

01.
02.
03.
04.
05.

Teacher hands out the gap text O dad la dasa (worksheet 03) and explains the task.
Teacher writes these words on the blackboard so the children can compare their results.
Teaching activity 06 | Sub-topic 02: Activities at home Lingua Puzzle O dad la dasa
Duration: 20 min | Skill: a e
Mat./Res.: Worksheet 04, envelopes
Preparation: Print worksheet 04 and cut out one dialogue for each couple and put it into an envelope.
01. Children form couples; every couple gets an envelope.
02. ey get 10 min to put the dialogue together.
03. Subsequently every couple reads the dialogue they put together. Teacher collects the dialogues again.
Teaching activity 07 | Sub-topic 02: Activities at home eater play O dad la dasa
Duration: 50 min | Skill: bc
Mat./Res.: evt. Dialogue worksheet 02, camera, evt. TV-device, costumes and requisites
01. Children get 10 min to prepare a theater play on the topic O dad la dasa in couples. (ey are allowed to use
the dialogue worksheet O dad la dasa for their preparations.).
02. Teacher provides costumes and requisites.
03. Every couple plays a scene; teacher records it with a camera.
04. Subsequently they watch the recordings together (to show the childrens progress several recordings can be
made).
Teaching activity 08 | Sub-topic 02: Activities at home estionnaire O dad la dasa
Note: is activity can only be done subsequently to at least activity 01.
01. Teacher hands out the questionnaire O dad la dasa (worksheet 05).
02. Children get about 5 min to answer the questions.
03. Subsequently the answers are compared in group and the teacher writes down missing words on the
blackboard as a check.
Teaching activity 09 | Sub-topic 02: Activities at home So krel e dej /o dad
Mat./Res.: Worksheet 06, laminating-device
Preparation: Laminate and cut out worksheet 06.
01. Teacher puts the pictures on the blackboard and asks the children to tell the class about activities of their
father/mother in every-day life.
02. While the children talk about their parents the teacher writes the appropriate verbs either below the picture
of the mother or the father.
03. Children copy the verbs into their Dossier p. 53.
Teaching activity 10 | Sub-topic 01: Me and my activities Morning-circle So krdjan irjat?
Mat./Res.: Picture- and wordcards worksheet 07, laminating-device
01.
02.
03.
04.
Preparation: Laminate worksheet 07 picture- and word-cards.

Children sit in a circle.
Teacher arranges the cards in the middle of the circle.
He/She says: So krdjan tu irjat? and asks the children to answer one aer the other.
Children take a card that shows the activity they talk about and tell the others what they did.
Teaching activity 11 | Sub-topic 01: Me and my activities So krde le avo?

e | ELP: Dossier p. 53
Mat./Res.: Worksheet 08, evt. lined paper

01.
02.
03.
04.
05.
06.
07.
08.
Note: is activity can only be done subsequently to at least activity 10.

Teacher hands out worksheet 08 So krde le avo?.
Teacher asks a child to read a sentence. en they talk about the content of the sentence.
A second child reads the next sentence, and so on until the whole text is read.
Teacher asks the children to underline all verbs in the text and tell them to him/her.
Teacher writes the verbs on the blackboard one below the other and marks endings of verbs with -em.
Children try to find a rule for these verbs.
Teacher writes the rule on the blackboard: VERB + ending -EM = PAST TENSE.
Children copy the rule from the blackboard (evt. hand out lined sheets of paper) and add the sheets to the
Dossier.
Teaching activity 12 | Sub-topic 01: Me and my activities worksheet So krdjan e rjat?

| ELP: Dossier
01.
02.
03.
04.
Teacher hands out worksheet 09 So krdjan e rjat?.

Teacher explains the task: Finish the sentences.
Children write the sentences and finally every child reads one sentence for comparison.
Teaching activity 13 | Sub-topic 02: Improvisation Puppet-theater Our every-day-life

Mat./Res.: Puppets and stage for puppet theater
01. Teacher explains the task: Form groups of three or four; try to show your every-day-life at home using the
puppets (morning, noon, evening who does what?).
02. Children pick the puppets they need and have about 15 min time to prepare.
03. Every group presents their play, the other children are their audience.
04. Teacher and the audience are not allowed to disturb the play, neither for questions nor for corrections. Aim is
to practice free speaking.
Teaching activity 14 | Sub-topic 01: Me and my activities So krdem irjat
Mat./Res.: Picture- and wordcards worksheet 07
01.
02.
03.
04.

Teacher uses the cards of worksheet 07 and shows one card to a child and asks it to form a sentence with it.
Child answers.
Now the teacher takes another card and asks the next child to form a sentence, and so on until all children
have formed a sentence.
Teaching activity 15 | Sub-topic 01, 02: Language-portfolio

| SF: I | ELP: p. 24
Mat./Res.: Language portfolio p. 24/Level A2

Preparation: Teacher structures the checklist in the language-biography (p. 24 /Level A2) as he/she prefers.
01. Aer finishing unit 02 the teacher hands out his/her checklists.
Lesson plan 01 | Sub-topic 02: O dad la dasa Textual comprehension

TA-Nr.: 01 | Learning objectives: Textual listening and understanding of a common dialogue.
Mat./Res.: Listening worksheet 01, audio-device
01.
02.
03.
04.
05.
06.
Children hear the listening comprehension O dad la dasa (worksheet 01) twice.
Teacher and children talk about the content of the text.
TA-Nr.: 02 | Learning objectives: Reading and understanding of a common dialogue.


01. Teacher hands out the reading text O dad la dasa and asks two of the children to alternately read the dialogue.
02. Teacher and children talk about the content of the text; Teacher writes unknown words of the text to the
blackboard and translates them.
03. Children copy newly acquired terms to their ELP (p. 53) and add the text to the Dossier
Lesson plan 02 | Sub-topic 02: Grammatical processing of a familiar text

TA-Nr.: 03 | Learning objectives: Answering simple questions about me and my family.
| ELP: Dossier

01.
02.
03.
04.
05.
06.
07.
08.
09.

Children take the reading text O dad la dasa out of the Dossier.
Teacher asks the children to read the text and underline all verbs red.
Teacher divides the blackboard in two columns and asks the children to tell him/her the words they underlined.
Teacher writes the verbs into the second column on the blackboard.
Now he/she asks the children to underline all words before verbs green (focus on auxiliary word ka (= will) for
future tense formation) and tell him/her these as well.
Teacher writes them into the first column on the blackboard beside the fiing verbs and then underlines the
verbs that have the auxiliary word ka.
Now the children can try to find a grammatical rule for these words.
Teacher writes the rule on the blackboard: Future tense is formed with auxiliary word ka + verb.
Children copy that from the blackboard (eventually hand out blank sheets of paper) and add it to the Dossier.
TA-Nr.: 05 | Learning objectives: Answering simple questions about me and my family.

01.
02.
03.
04.
05.

Teacher hands out the gap text O dad la dasa (worksheet 03) and explains the task.
Muo anav
O dad la dasa
Dad:
Dej:
Dad:
Dej:
Dad:
Dej:
Dad:
Dej:
Dad:
Dej:
Dad:
Utiljan li?
dej
Utilem!
dad
Ka pes li kafa?
aj, de ma jek!
Ake tuk i kafa, omnijo! So ka kras adjes?
Pa, ata xanc, angal te xas amaro deteharako xabe
haj palal te as ando duano te inas vareso pala
mismeresko xabe.
Mu dej javisajli aj akharel ame pala
ruko. Te as?
Sar te na! Kam as. Atuni i trobul me
te gtiv o ruko! Numa pale s te as ando
duano te inas vareso. Teharak naj amen
khani khre!
Apo ajde! Tu kr le deteharako xabe haj
omnijo!
So ka kras
le ave mek grin pesk sobe thaj palal
adjes?
kam as!
A so ka kres tu?
Me ka thovav le vasura pala doruko
ali akana kamav te itov mue urnalur!
Muo anav
pes
O dad la dasa
kres
thova
v
it
ov
xas
Dad:
Utiljan li?
Dej:
Utilem!
Dad:
Ka ___ li kafa?
Dej:
aj, de ma jek!
Dad:
Ake tuk i kafa. omnijo! So ka _____ adjes?
Dej:
Pa, ata xanc, angal te ________ amaro deteharako
kras
inas
xabe haj palal te as ando duano te ____vareso pala

mismeresko xabe.
Dad:
Mu dej javisajli aj akharel ame pala ruko.

Te ____?
Dej:
Sar te na! Kam as. Atuni i trobul me te ____ o ruko!

Numa pale s te as ando duano te inas vareso.
Teharak naj amen khani khre!
Dad:
as
Apo ajde! Tu kr le deteharako xabe haj le ave

mek ____ pesk sobe thaj palal kam as!
Dej:
A so ka ___tu?
Dad:
Me ka ______le vasura pala doruko ali akana
gtiv
kamav te _____ mue urnalur!
grin
O dad la dasa
Dad:
Utiljan?
Dej:
Utilem!
Dad:
Ka pes li kafa?
Dej:
aj, de ma jek!
Dad:
Ake tuk i kafa, omnijo! So ka kras adjes?
Dej:
Pa, ata xanc, angal te xas amaro deteharako xabe

haj palal te as ando duano te inas vareso pala
mismeresko xabe.
Dad:
Mu dej javisajli aj akharel ame pala ruko. Te as?
Dej:
Sar te na! Kam as. Atuni i trobuj me te gtiv o

ruko! Numa pale s te as ando duano te inas vareso.
Teharak naj amen khani khre!
Dad:
Apo ajde! Tu kr le deteharako xabe haj e ave mek

grin pesk sobe thaj kam as!
Dej:
A so ka kres tu?
Dad:
Me ka thovav le vasura pala doruko ali akana kamav

te itov mue urnalur!
Muo anav
O dad la dasa
Des tu godji?
Kon krdja e kafa?
E kafa krdja __________
Kon trobul te krel o doruko?
O doruko trobul te krel__________.
Kon trobul te gril le aveng sobe?
Le aveng sobe trobul te grin__________.
Kon kamel te itol le urnalur?
Le urnalur kamel te _______________.
Numa pale s
te as ando duano
te inas vareso.
Mu dej
Muo dad
Muo anav
Kalderash_Secondary_A2_eng_unit-02 | worksheet 07/1 | 36
khldem
fudbalo
aundem
muzika
itosardem
knjige
khldem
videosk
khlimata
gelem pe
kuglana
djilabadem
ando
saksofono
djilabadem
crtosardem
gelem ka
baleto
djilabadem
ande
klarineta
djilabadem
ande violina
khldem
hokej
djilabadem
ande
harmonika
astarel mao
glumisardem
ando teatro
djilabadem
ande gitara
djilabadem
ando djesi
djilabadem
ando piano
khldem
koarka
gelem ando
kino
plivisardem
Muo anav
So krde le avo irjate?

Janko
Mirko
Suzi
Demo
Marijo
Parno
Anita
Zorika
Sofia
Me khldem fudbalo ando parko.

Me khldem koarka mue dadesa.
Me khldem ande kuglana mua familjasa.
Me crtosardem duj slike.
Me khldem videosk khlimata mue phralesa.
Me aundem omaji muzika.
Me gelem ka baleto mua dasa.
Me itosardem jek knjiga.
Me gelem ando kino mua drugaricasa.
Muo anav
01
02
So krdjan irjate?
03
01) Me khldem fudbalo irjate.

02) Me khldem __________________________.
03) Me __________________________________.
04) ____________________________________.
04
06
05) ____________________________________.
05
06) ____________________________________.
07) ____________________________________.
08) ____________________________________.
07
09) ____________________________________.
10) ____________________________________.
08
11) ____________________________________.
12) ____________________________________.
09
10
12
11
Topic (CFR): MY COMMUNITY
Sub-topic 01: Public places and buildings
Sub-topic 02: My surroundings

Skill
Can understand the gist of what is said in class about persons working in a certain situation
(e.g. teacher, farmer, etc.).
Can understand the gist of a story about the worth and meaning of an action or typical behavior in the
Romani-culture.
Can read and understand simple public texts and announcements (e.g. opening hours) and find out the
basic informations (what place is talked about, what happens there, etc.).
Can read and understand simple stories/fairytales refering to aspects of Romani-lifestyle, if they contain
a great amount of familiar vocabulary.
Can ask and answer simple questions about what happens in public places and buildings in the
immediate vicinity.
bc Can ask and answer simple questions about people working in these buildings.
Can ask and answer simple questions about the most important activities of his/her community.
Can greet visitors appropriately and answer simple questions about his/her life and activities.
Can explain, why he/she likes or dislikes a certain place or region, using a number of phrases and
simple sentences.
Can talk about a famous personality of the region using a number of phrases and simple sentences.
Can talk about his/her every-day-life using a number of phrases and simple sentences.
Can talk about a famous Roma-personality of the region using a number of phrases and simple
sentences.
Can write simple sentences about his/her favourite place and explain why he/she likes it.
Can write simple sentences about a place in the surroundings, that he/she has visited.
Can write simple sentences about the life in his/her community and about his/her every-day routine.

Dossier: Worksheet 03, 04, 06, 07, 08 or 09, activity 13, activity 01 New words
Vocabulary| Sub-topic 01: Public places and buildings

Active
e biblioteka
the library
lendar
by them
e adresa
the adress
le crtome patretur
the drawings
o anav
the name
savo?, savi?
which?
e saritorka
the teacher
amblavel
to hang up
e kola
the school
sode?
how much?
e klasa
the class
o manu, le manu(a)
the person, the persons
o avoo, le avo
the child, the children
sas
was
e paramii
the story, the fairytale
o maj lao, e maj lai
the best
dikhl
to see, to look
tuk
you
itol
to read
ando, ande
in, into, to, on
pamtil
to remember
o muzejumo
the gallery
o maj importantno
the most important thing
o angluno, o prvo
the first
e bui, le bua
the thing, the things,
jeg data, du var, tri var
once, twice, three times
the work, the works
o, i
your, yours
e matematika
the mathematics
o maj ukar, e maj ukar
the most beautiful
raunil
to calculate
o than
the place
o ueniko, le uenikur
the pupil, the pupils
kote, kothe, othe
there
crtil, crtol
to draw
s, naj
there is, there isnt
stalno, permanentno
always
Sode brengo lo?
Whats his name
drago
pleasant
Sode brengi la?
Whats her name
Vocabulary| Sub-topic 02: My surroundings

Active
o aundo manu
the famous person
e paratuj
the friday
le aunde manu(a)
the famous persons
e hodina
the vacation, holiday
o idolo
the idol
e ordinacija
the doctors oce
Sode brengo san?
How old are you?
phandado, phandadi, phandade
closed
Sode breng san?
How old is he, she?
kodo, kodi
this, these
sar?
how?
lak
her, their
so?
what?
zamenil
to substitute
katar?
where from?
o telefono
the telephone
sostar?
why?
o januari
the january
e informacija
the information
pale
again
katar i ka
from to
krel bui
to work
e luja
the monday
sar uvek
as usual
then, because
ptrel
to open
de katar
from to
angluji data
the first time
del anglal
reply
barem
at least
Grammar
Active
Passive
Simple interrogatives
Simple interrogative clauses in present tense
Coherent writing in present tense
Teaching activity 01 | Sub-topic 01: Public places and buildings Listening comprehension E saritorka
Duration: 20 min | Skill: a | ELP: p. 53
01.
02.
03.
04.
Children hear the listening comprehension E saritorka (worksheet 02) twice.

them.
05. Teacher and children talk about the content of the text and children copy the new vocabulary to their language
portfolio p. 53.
Teaching activity 02 | Sub-topic 01: Public places and buildings Reading text E saritorka
| ELP: Dossier

01. Children sit in a circle.
02. Teacher hands out the reading text E saritorka (worksheet 03) and asks one child to read the first section to
the others.
03. ey discuss the gist of the first section.
04. Teacher asks another child to read the second section.
05. ey dicuss the gist of the second section, etc.
Teaching activity 03 | Sub-topic 01: Public places and buildings estionnaire E saritorka
| ELP: Dossier
Mat./Res.: estionnaire worksheet 04

Note: is activity can only be done subsequently to activity 01 or 02.
01. Teacher hands out worksheet 04 estionnaire E saritorka.
02. Children get about 5 min to answer the questions together with the child siing next to them.
03. Subsequently the answers are compared and the teacher writes the correct sentences on the blackboard as a
check.
Teaching activity 04 | Sub-topic 01: Public places and buildings Puzzle E saritorka
Mat./Res.: Puzzle-Text worksheet 05
01.
02.
03.
04.

Preparation: Print worksheet 05 and for each couple cut up the text and put it into an envelope.
Children form couples; every couple gets an envelope.
ey have about 10 min to solve the text-puzzle.
Subsequently one couple reads the text for correction.
Teacher collects the envelopes.
Teaching activity 05 | Sub-topic 01: Public places and buildings Communication-stations

| ELP: Dossier
Mat./Res.: Cards worksheet 01, lamination-device, tape
01.
02.
03.
04.
05.
Preparation: Print cards worksheet 01, cut out and laminate picture- and word-cards. Arrange nine tables
(= nine stations) and mark them with one card each.
Teacher explains the game: ere are nine communication-stations. Pick one station. Go there and start a
dialogue with the person at the station. Ask questions about the building, the job of the person, the activities
of the person, etc.
Teacher sends one child to each station. ese children play the persons at the stations (postman, teacher, fire
fighter, etc.).
Teacher asks one of the other children to choose a station, go there and start the game.
Child goes to the station of his/her choice and starts to communicate.
Now the next child goes to one of the stations. is goes on until all the children have been at a station.
Teaching activity 06 | Sub-topic 02: My surroundings Morning-circle I like/I dont like , because
Mat./Res.: Cards worksheet 01, lamination-device
Preparation: Print worksheet 01, cut out and laminate picture- and word-cards.
02. Teacher arranges the cards in the middle of the circle and shows the game: He/She says: Me but kamav te av
ando kino, k kamav te dikhav le maj neve filmur and shows the appropriate card. He/She continues:
Me i kamav te av pe pota, k kothe s bari guva and shows that card as well.
03. Now he/she asks a child to tell the group which places he/she likes and dislikes, and why. Play game until
every child has said something.
Teaching activity 07 | Sub-topic 02: My surroundings Poster Aunde manua or Muo idolo
Mat./Res.: Posters, pens, glue, scissors, magazines, newspapers, journals
01.
02.
03.
04.
05.
Children form groups of three or four.

Every group makes a poster on the topic Famous Persons or My Idols.
Teacher hands out a poster to each group and equips them with work materials.
Children cut pictures and texts out of the magazines and design their posters with them.
e posters are presented on a wall in the classroom.
Teaching activity 08 | Sub-topic 02: My surroundings Presentation Aunde manua /Mue idolur
01. e group inspects the posters the groups have made before.
02. Teacher asks every group to talk about their poster (at least three sentences; Why did we choose this person?
What does he/she do?, What made him/her famous?)
Teaching activity 09 | Sub-topic 02: My surroundings Aunde manua
01.
02.
03.
04.
05.
Teacher hands out worksheet 06 Aunde manua.

e group reads through the task and the questions together.
Subsequently the children write at least three sentences about a famous person of their own choice.
en every child reads his sentences to the class.
Teaching activity 10 | Sub-topic 02: My surroundings Game Who am I?

01. Teacher asks one child to leave the classroom.
02. In the meantime the rest of the class chooses one famous person. Teacher writes the name of this person onto
a post-it.
03. e child waiting outside is asked into the classroom again.
04. Teacher sticks the post-it onto the childs forehead, so that the child cant see whats wrien on it.
05. e child asks the other children questions that can only be answered with yes or no about himself/herself
in order to find out who he/she is (e.g. Am I a man?, Am I a singer?, Am I old, young, big, slim, blonde,
etc.?, Do I sing pop, jazz, classical music, etc.?, Am I an actor?).
06. e group only answers with yes or no.
07. When the child has found out who he/she is, he/she can choose somebody else to leave the classroom and the
game starts again.
Teaching activity 11 | Sub-topic 02: My surroundings Reading text Dr. Zlata erifi
Duration: 20 min | Skill: d | ELP: Dossier
01. Teacher hands out the reading text Dr. Zlata erifi (worksheet 07) and asks the children to read the text quietly
once.
02. Subsequently the text is read loudly section aer section and its content is discussed by children and teacher.
03. Teacher writes new vocabulary onto the blackboard.
Teaching activity 12 | Sub-topic 01: Public places and buildings Visiting the gallery or library
Duration: about 4 hrs. | Skill: d
e | ELP: Dossier
Mat./Res.: Worksheet 08 or worksheet 09

01. e group makes a trip to a nearby gallery or library.
02. Teacher hands out worksheet 08 or worksheet 09, depending on the location, and asks the children to listen
closely at the guided tour, because aer it they have to answer questions about it (ideally the tour would be in
Romani; if not possible it would be held in the local language and the questions would be answered in Romani).
03. Aer the tour the children form groups of three and try to answer their questions, asking people in the building
to help them if necessary.
04. Aer that the group meets again and discusses their answers.
Teaching activity 13 | Sub-topic 01: Public places and buildings Short story Ando muzejumo/Ande biblioteka

01. e task for the children is to write at least five sentences on the topic Ando muzejumo or Ande biblioteka.
02. Teacher can write various questions on the blackboard that might help (When have you been there?, Who was
with you?, What did you do there? Etc.).
03. Children read their short stories to the class and add them to the Dossier.
Teaching activity 14 | Sub-topic 02: My surroundings Muo maj drago than
01.
02.
03.
04.
Teacher hands out worksheet 10 Muo maj drago than.

Teacher asks one child to read the task and together the group discusses it.
Children fill out the worksheet and return it to the teacher for correction.
Teacher corrects the sentences and subsequently the sheets are presented somewhere in the classroom.
Teaching activity 15 | Sub-topic 01, 02: Language-Portfolio

| ELP: p. 26, 27

Lesson plan 01 | Sub-topic 02: Aunde manua

TA-Nr.: 09 | Learning objectives: Writing simple, coherent sentences.
01.
02.
03.
04.
05.
Teacher hands out worksheet 06 Aunde manua.

e group reads through the task and the questions together.
Subsequently the children write at least three sentences about a famous person of their own choice.
en every child reads his sentences to the class.
TA-Nr.: 10 | Learning objectives: Asking simple questions

02. In the meantime the rest of the class chooses one famous person. Teacher writes the name of this person onto
a post-it.
in order to find out who he/she is (e.g. Am I a man?, Am I a singer?, Am I old, young, big, slim, blonde,
etc.?, Do I sing pop, jazz, classical music, etc.?, Am I an actor?).
game starts again.
Lesson plan 02 | Sub-topic 01: Role play in public buildings
TA-Nr.: 05 | Learning objectives: Starting conversations with questions. Making simple conversation.
| ELP: Dossier
Mat./Res.: Cards worksheet 01, lamination-device, tape
01.
02.
03.
04.
05.
Preparation: Print cards worksheet 01, cut out and laminate picture- and word-cards. Arrange nine tables
(= nine stations) and mark them with one card each.
Teacher explains the game: ere are nine communication-stations. Pick one station. Go there and start a
dialogue with the person at the station. Ask questions about the building, the job of the person, the activities
of the person, etc.
Teacher sends one child to each station. ese children play the persons at the stations (postman, teacher, fire
fighter, etc.)
Teacher asks one of the other children to choose a station, go there and start the game.
Child goes to the station of his/her choice and starts to communicate.
Now the next child goes to one of the stations. is goes on until all the children have been at a station.
o kindergarten
o duano
e policija
e bolnica
e garda
kaj mudarel
e jag
e apoteka
e kola
o kino
e pota
Muo anav
E saritorka
Muo anav s Luludji. Me sm saritorka ande
kola. Ande mu klasa s 23 bjatur. Svako djes
itov leng po jek paramii thaj dikhav dali aj von
te den pe godji pala l maj importantni bua.
Svako djes s amen i matematika. Akana sios te
raunis minus.
Numa mue uenikur maj but kamen te crtosaren
patretur aj permanentno dobiv lendar but ukar
crtome patretur. Sja leng crtome patretur
ambladem ande klasa po zdo!
Svako djes
s amen i
matematika.
Muo anav
E saritorka
Des tu godji?
Kaj krel e Luludji bui?

_____________________________________________
Sode bjatur s ande laki klasa?
_____________________________________________
So kren svako djes?
_____________________________________________
So sion akana?
_____________________________________________
So kamen le bjatur maj but te kren?
_____________________________________________
E saritorka
Muo anav s Luludji. Me sm saritorka ande kola.
Ande mu klasa s 23 bjatur.
Svako djes itov leng po jek paramii thaj dikhav
dali aj von te den pe godji pala l maj importantni bua.
Svako djes s amen i matematika.
Akana sios te raunis minus.
Numa mue uenikur maj but kamen
te crtosaren patretur
aj permanentno dobiv lendar but ukar crtome patretur.
Sja leng crtome patretur ambladem
ande klasa po zdo!
Muo anav
Aunde manua
Sode var aj te des anglal antregone reenicenca?
Sar s e idolosko anav?
Sode brngo lo?
Sode breng la?
So krel o idolo?
Katar s o idolo?
Sostar s tuk drago?
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Muo anav
INFORMACIJA
Dr. Zlata erifi
Tel: 01/11 33 456
Katar e
luja, 13. Januari 2012 i kaj
paratuj, 17. Januari 2012
sm pe hodina, e ordinacija kam avel phandadi.
Pe kodi vrjama zamenil ma man o Dr. Dragan
Jevremovi. Lesko telefonosko numero s:
01/48 28 335
De katar e luja, 20. Januari 2012
pale kam krav bui sar uvek.
Muo anav
Ande biblioteka
aj te des anglal?
Savi s e adresa katar e biblioteka?

_____________________________________________
Kana pterdili angluji data e biblioteka?
_____________________________________________
Sode manua kren bui ande biblioteka?
_____________________________________________
So sas tuk ande biblioteka maj drago?
_____________________________________________
Muo anav
Ando muzejumo
aj te des anglal?
Savi s e adresa katar o muzejumo?

_____________________________________________
Kana pterde angluji data o muzejumo?
_____________________________________________
Sode manua kren bui ando muzejumo?
_____________________________________________
So sas tuk maj drago ando muzejumo?
_____________________________________________
Muo anav
Muo maj drago than

1) Crtosar iro maj drago than!
2) Ramosar barem 4 reenice paj tema Muo maj drago than

(Sostar s mang drago, so krav kothe, so s kothe, so naj, )!
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Topic (CFR): ROMACRAFTS AND OCCUPATIONS
Sub-topic 01: Roma-Cras and occupations

Skill
Can understand the gist of simple conversations and stories about activities of Roma-groups in class,
if the vocabulary is familiar.
Can read and understand short and simple texts, like fairytales or legends, that describe cras and
occupational activities of Roma, if they contain familiar and very common vocabulary.
Can ask and answer simple questions about typical activities and routines connected with certain skills
and occupations.
bc Can ask and answer simple questions about certain Roma-groups and their connection with cras and
occupations.
Can ask and answer simple questions about occupations of Roma nowadays
Can give a short description of the ancient/historic cras and occupations of Roma in the region using a
number of phrases and sentences.
Can give a short description of his/her personal experience when observing a Roma-crasman/woman
at work using a number of phrases and sentences.
Can write short texts about what Roma of the region did in the past using familiar vocabulary.
Can write short texts about cras and occupations of Roma in dierent ares and countries using
familiar vocabulary.

Dossier: Worksheet 02, 03, 05 and 06, my new vocabulary, activity 01 and 03
Grammar
Active
Passive
Nouns: Singular/Plural
Nouns: feminine/masculine
Articles: o/e
he, she, they
Simple interrogative clauses, 1st person singular
Vocabulary| Sub-topic 01: Roma-Cras and occupations

Active
o kaldra, e kaldraica, le kaldraa
the tinker, the tinker (), the tinkers
o kovai, e kovaica, le kovaa
the blacksmith, the blacksmith (), the blacksmiths
o muziari, e muziarka, le muziarja
the musician, the musician (), the musicians
o usteri, e usterica, le usterja
the shoemaker, the shoemaker (), the shoemakers
o drabarno, e drabarni, le drabarne
the fortuneteller, the fortuneteller (), the fortunetellers
o konicari, e konicarka, le konicarja
the basket maker, the basket maker (), the basket makers
o ciglari, e ciglarka, le ciglarija
the brickmaker, the brickmaker (), the brickmakers
o eari, e earka, le earja
the merchant, the merchant (), the merchants
o djambas, e djambaska, le djambasur
the horse dealer, the horse dealer (), the horse dealers
o djilabatori, e djilabatorka, le djilabatorja
the singer, the singer (), the singers
o khlitori, e khlitorka, le khlitorja
the dancer, the dancer (), the dancers
o luludjari, e luludjarka, le luludjarja
the flower seller, the flower seller (), the flower sellers
o om kaj skucol le urja, e omni kaj skucol le urja
the knife sharpener, the knife sharpener ()
le om kaj skucon le urja
the knife sharpeners
o zlatari, e zlatarka, o zlatarija
the goldsmith, the goldsmith (), the goldsmiths
so?
what?
paarel, vulisarel
to wrap
krel
to do, to work
jek
one
vov s, voj s, von s
he, she is, they are
but
many, several
trobul, trubul
to need
khlel, baavel, djilabal
to play (music)
leng (Dativ)
them, for them
biinel
to sell, to deal
e bui, la buak
the work, for the work
colo, le colur
the carpet, the carpets
o tover, le tovera
the hack, the hacks
o gras(t), le gras(t)
the horse, the horses
e sabja, le sabje
the sword, the swords
e piri, le pirja
the pot, the pots
e motika, le motike
the rake, the rakes
o aro, le are
the plate, the plates
e uri, le urja
the knife, the knives
khuvel konice
to weave baskets
o okano
the hammer
laarel
to repair
le okaja
the hammers
o materijali
the material
o instrumento
the instrument
o alato, le alatur
the tool, the toolse
le instrumentur
the instruments
e profesija, o zanato
the job, the jobs
o cokoli, le cokolja
the shoe, the shoes
e bui, le bua
the thing, the things
e dekoracija
the jewellery
ko(n)?
who?
o om, le om
the roma, the romas
al
it goes
e jag
the fire
Passive
le omengo than
the square of the Roma
e slin
the willow tree
paa(j)
beside
le sina
the willow trees
e paramii
the story, the fairytale
phaado, phaadi, phaade
haggled, taered
avrjal
from outside
indo, indi, inde
worn to threads
nadur katar
near
perel
to fall
maj anglal
formerly
o dikhlo
the cloth
maj dur
further
thol
to put
o gav
the village
o grastano vurdon
the horse-drawn carriage
aver
other
le grastane vurdona
the horse-drawn carriages
kodja
these
o trajo
the living
xalavel
to wash
tradel
drive, steer, drive
po kak data
sometimes
phirel
wandern, gehen
pale
again
barvalo, barvali, barvale
rich
varekanao
once, formerly
sovel
to sleep
brego, le bregur
the hill(s)
kadja
so, in this way
e phabelin, le phabelina
the apple tree(s)
Teaching activity 01 | Sub-topic 01: Roma-cras and -occupations Card game

e | ELP: p. 53
Mat./Res.: Cards worksheet 01
01.
02.
03.
04.
05.
06.
07.
Preparation: Laminate and cut out Cards worksheet 01 (prepare word cards with plurals for later; could be too
much for the children at first).
Teacher spreads out picture cards of worksheet 01 on the floor and announces the new topic Roma- cras and
occupations to the children.
Teacher hands out the word cards (words in singular) to the children.
Children try to find the matching picture card to their word cards and put their card there.
e group brings in order the word cards that are in the wrong place.
Teacher reads the words and children repeat collectively.
Subsequently the new words are wrien to the Dossier p. 53.
Teaching activity 02 | Sub-topic 01: Roma-cras and -occupations Morning circle

01.
02.
03.
04.
05.

Preparation: Laminate and cut out picture cards of worksheet 01.
Teacher shows a picture card of worksheet 01 to the children, says: So s vov/voj? and asks a child to answer
the question.
Child answers and subsequently they discuss the activities of this occupation, which materials are used and
what is produced.
Teacher shows another picture card to the children and asks again: So s vov/voj?.
Proceed as in Pt. 03) until all the occupations are discussed.
Teaching activity 03 | Sub-topic 01: Roma-cras and -occupations Card game Singular-Plural
01.
02.
03.
04.
05.

Teacher divides the blackboard in three columns: into the first column he/she puts the picture cards one below
the other; into the second column he/she writes jek as heading and into the third column he/she writes maj but.
Teacher hands out the word cards to the children and asks them to put them next to the matching picture and
into the appropriate column on the blackboard.
Subsequently they check if all the cards are in correct order.
Children copy the new vocabulary (plurals) into the Dossier p. 53.
Teaching activity 04 | Sub-topic 01: Roma-cras and -occupations Worksheet So s le om

Mat./Res.: Worksheet 03, overheadprojector; overheadtransparency
01.
02.
03.
04.

Teacher hands out worksheet 03 So s le om.
Children form pairs and try to complete the worksheet.
As a check the teacher shows the filled out worksheet on the overhead projector. Sentence aer sentence is
controlled and if necessary corrected.
Teaching activity 05 | Sub-topic 01: Roma-cras and -occupations So kren le om?

01.
02.
03.
04.
05.

Teacher hands out worksheet 02 So kren le om.
He/She explains the task: Answer the questions.
e first example is done together. It is used as a template for the following examples.
e results are compared, by the teacher reading the questions and the children reading their answers.
Teaching activity 06 | Sub-topic 01: Roma-cras and -occupations Pantomime Roma-Occupations

Duration: 30 min
02. Teacher explains the game: one child is in the middle of the circle; he/she pantomimes one of the occupations
they learned before. e other children guess, which occupation it could be. e one who guessed right is the
next to go into the middle. is goes on until every child has pantomimed.
03. e game can start.
Teaching activity 07 | Sub-topic 01: Roma-cras and -occupations Poster So kren le om

Mat./Res.: Posters, pens, glue, scissors, magazines, newspapers, journals
01. Children form groups of three or four.
02. Every group makes a poster on the topic So kren le om. Before that they pick three traditional Romaoccupations that they want to present.
03. Teacher hands out a poster to each group and provides them with work materials.
04. Children cut pictures and texts out of the magazines and design their posters with them. ey can also to
drawings and write on the poster.
05. e posters are presented on a wall in the classroom.
Teaching activity 08 | Sub-topic 01: Roma-cras and -occupations Presentation So kren le om

Mat./Res.: Posters, evt. camera evt. TV-device
01. e group inspects the posters the groups have made before.
02. Teacher asks every group to talk about their poster (at least three sentences: Which occupations did you
choose and why? Which activities and features belong to these occupations? Etc.)
03. Teacher can record the presentations and subsequently they watch the recordings together.
Teaching activity 09 | Sub-topic 01: Roma-cras and -occupations Listening comprehension Paaj
phabelin
Mat./Res.: Listening worksheet 04
01.
02.
03.
04.
Children hear the listening comprehension Paaj phabelin twice.

them.
05. Finally they listen to the text once again and discuss its content.
Teaching activity 10 | Sub-topic 01: Roma-cras and -occupations Reading text Paaj phabelin
Teacher hands out worksheet 05 Paaj phabelin and the children read it quietly.
Teacher and children talk about the content of the story.
Teacher asks the children to underline the occupational titles in the text.
Children tell the teacher which words they underlined; teacher writes them on the blackboard.
ey talk about the occupations that are mentioned in the text (What kind of occupation is it? Does this
occupation still exist today? Which materials are used in the occupation? Etc.).
01.
02.
03.
04.
05.
Teaching activity 11 | Sub-topic 01: Roma- cras and -occupations Game Who am I?
02. In the meantime the rest of the class chooses one traditional occupation. Teacher writes the name of this
occupation onto a post-it.
in order to find out who he/she is (e.g. Do I work with a hammer? Do I work with shoes? Do I need iron, gold,
silver, willow, instruments, microphones, etc.?).
game starts again.
Teaching activity 12 | Sub-topic 01: Roma-cras and -occupations Job-announcement on TV
Mat./Res.: Camera, TV-device, costumes, requisites
01. Teacher explains the task: You are the boss of a company and search for an employee via TV-advertisement. Pick
a traditional occupation, that you present in your TV-spot.
02. Every child has about 510 minutes to prepare their TV-spot (teacher provides costumes and requisites).
03. Subsequently every child is filmed when performing their spot.
04. Together the group watches the recordings
Teaching activity 13 | Sub-topic 01: Roma-cras and -occupations Trip Roma-Occupations
Duration: about 4 hrs. | Skill: a | ELP: Dossier
01. e group makes a trip to a workplace for a traditional Roma-occupation (merchant, musician, shoemaker,
blacksmith, etc.) or the teacher shows a short film about one of the occupations.
02. Subsequently they discuss what theyve seen ( what working-materials, how long until the product is finished,
whats positive about the occupation, whats negative, ).
Teaching activity 14 | Sub-topic 01: Roma-cras and -occupations estionnaire about the trip
01.
02.
03.
04.

Teacher hands out the questionnaire worksheet 06 Roma-occupations.
Children try to answer the questions with the child siing next to them.
Subsequently the answers are compared by the children reading their results to the others.
Teaching activity 15 | Sub-topic 01: Roma-cras and -occupations Language-Portfolio

| ELP: p. 29
Mat./Res.: Language-portfolio p. 29/Level A2

Preparation: Teacher structures the checklist in the language-biography (p. 29/Level A2) as he/she prefers.
they meet the requirements of it (I can ). e checklists are added to the ELP (Language biography).
Lesson plan 01 | Sub-topic 01: Roma-cras and -occupations

TA-Nr.: 01 | Learning objectives: Introduction to traditional Roma-occupations. Recognizing the new vocabulary
and textual understanding of a short text.
e | ELP: p. 53

Preparation: Cut out Cards (prepare word cards with plurals for later; could be too much for the children at first)
02. Teacher spreads out picture cards of worksheet 01 on the floor and announces the new topic Roma- cras and
occupations to the children.
03. Teacher hands out the word cards (words in singular) to the children.
04. Children try to find the matching picture card to their word cards and put their card there.
05. e group brings in order the word cards that are in the wrong place.
06. Teacher reads the words and children repeat collectively.
07. Subsequently the new words are wrien to the Dossier p. 53.
TA-Nr.: 09 | Learning objectives: Introduction to traditional Roma-occupations. Recognizing the new vocabulary
and textual understanding of a short text.
Mat./Res.: Listening worksheet 04
01.
02.
03.
04.
Children hear the listening comprehension Paaj phabelin twice.

them.
Lesson plan 02 | Sub-topic 01: Job-announcement on TV

TA-Nr.: 12 | Learning objectives: Free speaking and describing of a Roma-occupation.
Mat./Res.: Camera, TV-device, costumes, requisites
01. Teacher explains the task: You are the boss of a company and search for an employee via TV-advertisement.
Pick a traditional occupation, that you present in your TV-spot.
02. Every child has about 510 minutes to prepare their TV-spot (teacher provides costumes and requisites).
03. Subsequently every child is filmed when performing their spot.
04. Together the group watches the recordings.
o kaldra
e kaldraica
le kaldraa
o kovai
e kovaica
le kovaa
o muziari
e muziarka
le muziarja
o usteri
e usterica
le usterja
o zlatari
le zlatarja
o konicari
e konicarka
le konicarja
o ciglari
e ciglarka
le ciglarja
o om /
e omni
kaj skucol
le urja
le om
kaj skucon
le urja
o djambas
e djambaska
le djambasja
o djilabatori
e djilabatorka
le djilabatorja
o eari
e earka
le earja
o luludjari
e luludjarka
le luludjarja
/
o khlitori
e khlitorka
/
le khlitorja
Muo anav
So kren le om?
So s von?
Von s kovaa.
So kren von?
Von kren tovera, sabje, urja, motike.
So trobul len pala kodja bui?
Len trobul len okano.
So s von?
Von s _______________.
So kren von?
Von ___________________________.
Len trobul _______________.
So s von?
Von s _______________.
So kren von?
Von ___________________________.
Len trobul _______________.
So s von?
Von s _______________.
So kren von?
Von ___________________________.
Len trobul _______________.
Muo anav
So s le om?
1. Jek om s kalda.
But om s kaldraa.
2. ____________________.
____________________.
3. ____________________.
4
____________________.
4. ____________________.
____________________.
5
5. ____________________.
____________________.
6
6. ____________________.
____________________.
Muo anav
So s le om?
1
1. Jek om s kovai.
But om s kovaa.
2. ____________________ .
____________________ .
3. ____________________ .
____________________ .
4. ____________________ .
4
____________________ .
5. ____________________ .
____________________ .
6
6. ____________________ .
____________________ .
7. ____________________ .
____________________ .
Muo anav
Paaj phabelin
aj li te des anglal?
Nadur katar o v, po brego, paaj phabelin, sas le omengo than.
Kana perelas e rjat, krenas von pesk jag.
Le deja, lenas pesk dikhle, paarenas le cne avon ande
lende thaj kadja thonas len te soven. Svako rjat benas paaj jag
thaj aunenas la phurja dejak paramia.
Nadur katar e jag, sas leng grastane vurdona. Avrijal diolas
lengo trajo ukar numa le omen sas len varekana but pharo trajo.
Phirenas than-thanestar palaj bui. Le muziarja anas te
djilaban le barvale gaeng. Pale sas aver om, save biinenas
urja. Sas om, save biinenas colur, grasten, are thaj bradja.
Le kovaa krenas le gaenge motike thaj tovera. Sas aver
om, save khuvenas konice katar slinak aja. Le usterja
laarenas le inde thaj paade podjimata.
Katar e detharin i anglaj kali rjat sas von ando gav aj pe
rjaate savo boldenas pe pe pesko than. Kana nas len maj but bui
ando gav, benas pe l vurdona thaj anas maj dur pe aver thana.
Muo anav
omane zanatur
Savo zanato/Save zanatur dikhljan?
Kon aj krel kadi bui?
So trobul pala kadi bui

(materialur, alatur, maine, ?)
So sas ukar?
So nas ukar?
Topic (CFR): FESTIVALS AND CELEBRATIONS
Sub-topic 01: Festivals and celebrations

Skill
Can understand a simple story that takes place on a festival or celebration, if it contains a large amount
of familiar vocabulary and if there is possible visual support.
Can understand a simple story about a certain situation or experience where people gather to celebrate
or commemorate.
Can read and understand a simple description of a festival or the events of a festival with the help of
supporting pictures.
Can read and understand simple stories about typical festivals or festival activities (e.g. preparations in
the family, the most important participants, etc.), if they contain a large amount of familiar vocabulary.
Can read a simple fairytale about a festival or event, if it contains a large amount of familiar vocabulary.
Can ask simple questions about festivals that are not familiar to him/her.
Can exchange simple information about how festivals are celebrated in his/her family with other pupils.
bc
Can give simple answers to questions about a festival or celebration that is important for his/her family
or community or about an other event that has recently taken place.
Can give a simple description of his/her participation in a local or national festival using a number of
phrases and sentences.
Can describe a special festival at his/her home using a number of phrases and sentences.
Can describe the gist of a certain festival or celebration using a number of sentences.
Can retell the gist of a story about a festival or an important event using a number of phrases and
sentences.
Can write simple sentences about a festival (e.g. food, clothes, conversation, etc.).
Can write simple sentences about an event in his/her family (e.g. a new baby in the family or
community).
Can write simple sentences about the most important features of an event in his/her family or
community based on personal experiences or as a retelling of a story or report.

Language biography: Activity 15
Dossier: Teaching activity 01, 08 and 11, Teaching activity 02, worksheet 03, 0509
Vocabulary| Sub-topic 01: Festivals and celebrations

Active
o dao
the present
o podrumo
the basement
o muziari
the musicians
le zvunikur
the loudspeakers
o gosto, le gostur
the guest, guests
o ueko
the belly dance
e bori
the bride
le are, le vasur (pl.)
the dishes
e khangri
the church
o xabe
the food
e momeli
the candle
lel pe peste, hurjavel
to dress up
o deda mraz
the Santa Claus
e erajin
the star
e parti
the party
e rjat
the night
e bonbonjera
the chocolates
bel
to sit
e torta
the cake
anglal
in front (o)
e luludji, le luludja
the flower, the flowers
e feljastra
the window
e djamija
the mosque
del o iv
to snow
le aome an
the colored eggs
tristo, tuno
sad
le neve bresko koncerto
the New Year Concert
perel
to fall
o omano festivali
the Roma-Festival
del pe godji
to remember
e estitka
the greeting card
phenel
to say
e himna
the hymn
udjil
to pray
le irve
the godfathers
o drago Del
the God
e jelka
the Christmas tree
pherel
to fulfill
le petarde
the fireworks
e elja
the wish
le akharimask karta
the invitation card
zajedno
together
le gada (Pl.)
the clothes
sovel
to sleep
e dekoracija
the decoration
de diminjac
in the morning
o xabe
the food
sgo
quick
sdjarel
to hurry
prastal
to run
laarel
to repair
xutel
to jump
o skamin
the chair
o pato
the bed
o astali
the desk
al
to walk
e salveta
the napkin
lungo
long
vulil
to wrap
maladjol
to meet
e oj, le oja
the spoon, the spoons, the cutlery
baxatalo, baxtali, baxtale
happy
serviril
to serve
omalen!
Roma!
le pimata
the beverages
avalen!
Friends!
o stereo
the stereo
havore
Roma-children
mudarel
to kill
katar
where from?
inel
to cut, to slaughter
le avo
Roma-children
makar lende
among them
i Indija
India
Passive
Grammar
Active
Passive
Verbs in imperative
Perfect tense
Coherent clauses; Writing short stories in present
tense
Teaching activity 01 | Sub-topic 01: Festivals and celebrations Morning circle Celebrating festivals
e | ELP: Dossier
Mat./Res.: Picture cards worksheet 01

Preparation: Laminate and cut out picture cards worksheet 01.
Teacher announces the new topic Festivals and Celebrations.
He/She asks the children which festivals they know and celebrate.
Teacher hands out the picture cards and asks every child what is on his/her card and for which festival the
symbol is important.
05. Children answer and pin their cards to the blackboard.
06. Subsequently the new words for the symbols on the cards are copied to the Dossier p. 53 (teacher writes them
on the blackboard).
01.
02.
03.
04.
Teaching activity 02 | Sub-topic 01: Festivals and celebrations Picture story about a festival
Duration: 40 min | Skill: bc | ELP: Dossier
01.
02.
03.
04.
05.
Preparation: Laminate and cut out picture cards worksheet 01.

Note: is activity can only be done subsequently to activity 01. For children that can already read and write
(3rd or 4th grade primary).
Teacher pins the picture cards o akharimos, e parti, le gostujur, e torta, le daur of worksheet 01 to the
blackboard.
He/She asks the children to write a story based on these pictures (Time: 1520 minutes, 48 sentences).
Subsequently the children read their stories to the class.
Teacher collects the stories to check the spelling.
When the children get their corrected stories back in the following teaching unit, they add it to the Dossier
Teaching activity 03 | Sub-topic 01: Festivals and celebrations Listening comprehension Le gostur
aven
01.
02.
03.
04.
Children hear the listening comprehension Le gostur aven twice.

them.
Teaching activity 04 | Sub-topic 01: Festivals and celebrations Form-oriented Reading Le gostur aven
Teacher hands out the worksheet 03 Le gostur aven and the children read it quietly.
Teacher and children talk about the content of the story.
Teacher asks the children to underline the verbs in the text and tell them to him/her.
Teacher divides the blackboard in two columns and writes the imperative verbs into the first column and the
others into the second column.
05. Children try to assign the verbs of the first column to a category = IMPERATIVE.
06. Children copy the verbs and the grammatical rule to their Dossier.
01.
02.
03.
04.
Teaching activity 05 | Sub-topic 01: Festivals and celebrations Morning circle Mu maj drago slava
02. Teacher tells the children about his/her favorite festival and asks the children to speak about their favorite
festival (Which festival?, When was it?, Which guests where there?, How many guests where there?, Was there
music?, Was there a cake?, etc.).
03. Children tell about their experiences one aer the other (Focus: Past perfect).
Teaching activity 06 | Sub-topic 01: Festivals and celebrations Worksheet Mu maj drago slava
Note: For alphabetized children.
01. Teacher hands out the worksheet 08 Mui maj drago slava.
02. Teacher explains the task: Describe how you celebrate your favorite festival (Who is invited?, Which food is
served?, What clothes to people wear? Is there music? Etc.).
03. Children have 1520 min time for completing the worksheet.
04. Subsequently every child reads his/her sentences to the class.
Teaching activity 07 | Sub-topic 01: Festivals and celebrations Listening comprehension Le Djemoski
erajin
01.
02.
03.
04.
Children hear the listening comprehension Le Djemoski erajin twice.

them.
Teaching activity 08 | Sub-topic 01: Festivals and celebrations Textual Reading Le Djemoski erajin

01. Teacher hands out the worksheet 05 Le Djemoski erajin and the children read it quietly.
02. Children talk about the content with the child siing next to them.
03. Children read the text again and talk about the content with another child (What is the gist?, What is the text
about?).
04. e couples are to tell one word that they dont understand to the teacher.
05. Teacher writes the words on the blackboard and translates them.
06. Children finally read the text once again for beer understanding.
Teaching activity 09 | Sub-topic 01: Festivals and celebrations estionnaire Le Djemoski erajin
01.
02.
03.
04.

Teacher hands out questionnaire worksheet 06 Le Djemoski erajin.
Children try to answer the questions with the child siing next to them.
Subsequently the children compare their answers by reading them to the group.
Teaching activity 10 | Sub-topic 01: Festivals and celebrations Circle E omaji himna
Mat./Res.: Audio-device
01.
02.
03.
04.
Preparation: Choosing a version of the song Gelem, gelem (there are many versions).
Teacher tells the children about Roma-Day (What is it?, Why is it celebrated?, Is there a hymn?, etc.).
Teacher presents the hymn of the Roma and the children listen to it once.
Teacher and children talk about the content.
Teaching activity 11 | Sub-topic 01: Festivals and celebrations Reading Gelem, gelem
Duration: 30 min | Skill: b | ELP: Dossier p. 53
01.
02.
03.
04.
05.
06.
07.

Teacher hands out the worksheet 07 Gelem, gelem and the children read it quietly.
Children read the text again and talk about the content with another child (What is the text about?).
Couples are to tell one word that they dont understand to the teacher.
Teacher writes the words on the blackboard and translates them.
Children finally read the text once again for beer understanding.
Subsequently the new words are copied to the Dossier p. 53 and the sheets added to the Dossier.
Teaching activity 12 | Sub-topic 01: Festivals and celebrations Song Gelem, gelem
Mat./Res.: Reading worksheet 07, instrument or audio-device
Preparation: Choosing a version of the song Gelem, gelem (there are many versions).
01. Children take the worksheet 07 Gelem, gelem out of the Dossier.
02. Teacher explains the task: Lets try to sing the hymn of the Roma (ideally the teacher accompanies the children
on an instrument; otherwise they can sing along with a recording).
Teaching activity 13 | Sub-topic 01: Festivals and celebrations Report How do you celebrate?
Duration: 50 min | Skill: bc | ELP: Dossier
Mat./Res.: Worksheet 09, ev. camera
01. Children choose a partner.
02. Teacher hands out worksheet 09 and asks the children to read through the questions.
03. Together they talk about the content of the questions and the teacher explains the game: One child plays the
reporter and asks his/her partner the questions of the worksheet. e second child answers the questions.
04. en they change the roles and the game starts again. ey can play this game a couple of times.
05. Teacher can record the children with a camera.
Teaching activity 14 | Sub-topic 01: Festivals and celebrations Poster Praznikija hem proslave
Mat./Res.: Posters, pens, colors, newspapers, magazines, scissors, glue, cra stu
Note: is activity can only be done subsequently to activity 01 or 05 or at the end of unit 05 Festivals and
celebrations.
01. Children make a poster with all the festivals and celebrations they learned about (optionally they make a
calender).
02. Children form groups of three or four and every group designs a poster (they can, write, draw, glue, ).
03. e posters are presented on a wall in the classroom
Teaching activity 15 | Sub-topic 01: Festivals and celebrations Language-portfolio
| ELP: p. 24

Lesson plan 01 | Sub-topic 01: Festivals and celebrations

TA-Nr.: 07 | Learning objectives: Understanding the content of a story, extension of vocabulary
Mat./Res.: Listening worksheet 04, Audio-device
01. Children hear the listening comprehension Le Djemoski erajin twice.
03. e listening comprehension is played again. Children are to keep one word that they dont understand in
mind.
04. Children tell the teacher their words one aer the other. Teacher writes them on the blackboard and translates
them.
TA-Nr.: 08 | Learning objectives: Understanding the content of a story, extension of vocabulary.
Duration: 20 min | Skill: d | ELP: p. 53
01. Teacher hands out the worksheet 05 Le Djemoski erajin and the children read it quietly.
03. Children read the text again and talk about the content with another child (What is the gist?, What is the text
about?).
04. Pairs are to tell one word that they dont understand to the teacher.
06. Children finally read the text once again for beer understanding.
07. Subsequently the new words are copied to the Dossier p. 53 and the sheets added to the Dossier.
Lesson plan 02 | Sub-topic 01: Festivals and celebrations
TA-Nr.: 13 | Learning objectives: Speaking coherently and free (without corrections).
Mat./Res.: Worksheet 09, ev. camera
01. Children choose a partner.
02. Teacher hands out worksheet 09 and asks the children to read through the questions.
03. Together they talk about the content of the questions and the teacher explains the game: One child plays the
reporter and asks his/her partner the questions of the worksheet. e second child answers the questions.
(Children can use the worksheet as their help.)
04. en they change the roles and the game starts again. ey can play this game a couple of times.
05. Teacher can record the children with a camera.
le muziarja
le gostur
e bori
e khangri
e momeli
o deda mraz
e parti
le daur
e bonbonjera
e torta
le luludja
e djamija
le
aome an
le neve
bresko
koncerto
o omano
festivali
e estitka
e himna
le irve
e jelka
le petarde
le akharimasko lil
le bua
e dekoracija
o xabe
Muo anav
Le gostur aven
Dad:
Ajde sdjaren, maj xanc taj kam aven amare

gostur.
Dej:
Dragano, ajde laar tu le skamina taj o astali aj tu

Mico, a le le salvete taj vulisar lenca le oja taj me
ka laarav maj palal le are.
Dejan: Mamo, ak tuk le pimata kaj mangljan te inav

len. Trobul te autiv tu maj vareso?
Dej:
a muo avo, an-ta o stereo taj a i ando

podrumo, kotar an i le le zvunikur.
Dejan: Akana av mamo taj anav sja haj palal ka mkav

tuk jek kolo.
Dad:
omnije, me sja laardem. Akana tu laar le are taj

o xabe aj me av te urjava(v) ma.
Dej:
Mito-j, sja s gata. Ajde avoalen i tume an,

urjaven tumen. Akana kam arsen i amare gostur.
Muo anav
Le Djemoski erajin
Sas thaj sas jek cno avoo. Lesko anav sas Djemo. E rjat
angla o kreuno blo lo anglal feljastra haj dikhlas pesk
sar del o iv. Vov sas desja tuno, k lesko dad musaj sas te al
pe bui vi kreune. Sar so dikhlas paj feljastra, sama lja sar
pa eri perel jek erajin. Anda jek dja pe vo godji, so phendja
lesk lesko papo: Muo avo, kana dikhsa jek erajin sar
perel pa eri, te udjis le svntone Devlestar, te pherel tuk jek
elja. Le Djemoski elja sas, te del so maj baro iv, te lesko dad
ael kreune khre, te natil te al pe bui!
Anda kodja phandadja o Djemo pesk jakha thaj
udjisardja le Devles, te del so maj baro iv, kerune te datil
te avel zajedno pesk dadesa. Kodola eljasa glo-tar o Djemo
thaj dja pe tele.
De diminjac, kana utilo pa pesko than, anda jek dikhl
paj feljastra: Avri s baro iv. Prastandoj del ande pesk dadeski
thaj peska dak soba. Kana dikhl: Lesko dad taj leski dej
soven kote. Barja loasa xutel ande lengo pato. Phenel: Juiiii,
e erajin pherdja mui elja. O kreuno kam slavis amen
zajedno!
Muo anav
Le Djemoski erajin
Des tu godji?
1) So krelas o Djemo e rjat angla o kreuno?
____________________________________
____________________________________
2) So pecisajo kodja rjat?
____________________________________
____________________________________
3) So phendja lesk lesko papo?
____________________________________
O kreuno
kam slavis
amen zajedno!
____________________________________
4) Savi elja sas le Djemos?
____________________________________
____________________________________
5) So avilo o aver djes de diminjac?
____________________________________
____________________________________
Gelem, Gelem
1. Strofa:
Gelem, gelem lungone dromenca,
maladjilem baxtale omenca.
Gelem, gelem lungone dromenca,
maladjilem baxtale omenca.
Refreni:
Ahaj omalen, ahaj avalen,
Ahaj omalen, ahaj avalen.
2. Strofa:
Sas i man bari familija,
mudardja la e kali legija.
Savon indja i omnjan i omen,
makar lende i cne avon.
Refreni:
3. Strofa:
Ahaj omalen, katar tumen aven?
Katar aven omalen, avalen?
Amen avas katar e Indija!
Sja le om sam bari familija!
Refreni:
Muo anav
Mui maj drago slava

abjav
kreuno
bijando djes
patradji
djurdjevdan
omano djes
xabe
daur
muzika
bua
familija
bori
momeli
bakro
torta
gostija
Muo anav
Reportaa Sar slavin tumen?

1. Slavis li slave taj bare djesa?
Me slaviv.
Me i slaviv.
2. Save slave taj bare djesa slavil i familja thaj tu?
Ame slavis, o djurdjevdan, e patradji, abjava,
o nevo br,
3. Savo s iro maj drago baro djes taj iri maj drago slava?
Me maj but kamav te slaviv muo bijando djes,
o keruno, o djurdjevdan, o nevo brs,
4. Sostar s tuk kodo o maj drago baro djes?
Anda kodja k dobiv daur, e sasti familja idel pe,
Slavis li
slave taj bare
djesa?
s but diferentni xamata taj guglimata, urjava(v)

man ukares, aj te aunav mang glasno muzika,
aj te khlav,
5. Sar slavil pe kodo baro djes vaj kaa slava tumende khre?
Amen slavis amende ando vonungo, kaj mami, ka o papo, ando birto,
ande sala,
Mui dej krel o xabe, le torte,
Maj anglal as ande khangri, ande djamija, ande sinagoga,
Palal aven le gostur (e mami, o papo, e bibi, o kako, le phralesk avo,
drugarur, )
Mkas muzika, djilabas, khlas, dobis daur,
Topic (CFR): AT SCHOOL
Sub-topic 01: At school
Sub-topic 02: Aer school

Skill
Can understand instructions given in class or on the playground.

Can understand basic information about class time, school holidays, visits to the doctor, changes in
course of action/dates etc.
Can understand topics on a general basis, if they are presented and explained understandably in class.
Can understand information that must be transferred to the parents.
Can read and understand texts about school, if they contain a large amount of familiar or recently
aquired vocabulary.
Can read simple stories about Roma-children in school, if they are age appropriate and contain a large
amount of familiar vovabulary.
Can use a number of phrases and sentences to describe what he/she watches onCan transfer simple
information from one teacher to another.
Can generally maintain a conversation with another pupil in class when working on a task together
(e.g. drawing a picture, making a model, doing an exercise, etc.).
bc
Can explain a situation (e.g. an argument with another pupil) with given support by the teacher.
Can tell the parents in a simple way about events and situations that took place at school.
Can answer simple questions and tell his/her parents why he/she likes school and what he/she learns
there.
Can use a number of phrases and sentences to describe what he/she watches on TV, how he/she does
his/her homework aer school and what he/she does at home.
Can describe what he/she did at school, what he/she likes best about school, what he/she has to do as a
homework and what his/her favorite sport is to his/her familyor community members using a number
of phrases and sentences.
Can write very short texts about the classroom or other pupils in class.
Can write very short texts about a topic recently covered in class.
Can write very short texts about an aspect of Roma lifestyle or their history as part of a project.
Can write a short leer to a family member or a friend about the classroom or an other pupil in class.

Dossier: Teaching activity 02 + 05, My new vocabulary, worksheet 02, 0409, Dossier
Vocabulary| Sub-topic 01: At school

Active
krel svato
to speak
purano, purani, puraneo
old
del godji
to remember
o bov
the oven
e konferencija
the conference
taol (intr.)
to warm up, to heat
del gata
to quit
o ka(t), le kat(a)
the wood, the tree, the trees
e nastava
the lesson
o taarimos
the heating
adjes
today
adjes
today
bistrel
to forget
svako djes
every day
teljarel
to start
iravel
to cook
e kola
the school
anel
to bring
mu kola
my school
razno
various
anglal
before
o ajo
the tea
del andr
to walk in
pauvel
to swap
andr
inside
o gav
the village
e stepenica, le stepenice
the step, the steps
mu klasa
my class
e stngo rig
le
opisil
to describe
e ai rig
right
o drugari
the friend
o (v)udar
the door
e drugarica
the friend ()
e luludji, le luludja
the flower, the flowers
o lil
the leer
kana
if, when
anglal, maj anglal
formerly
o lavabo
the sink
puel
to ask
Vocabulary| Sub-topic 02: Aer school

Active
palaj kola
aer school
e televizija
the TV
khre
at home
del perdal
to submit
Grammar
Active
Passive
Clause position/Forming clauses in Present

tense
Main clause, Dependent clause
Interrogatives
Preposition te (= to)
Perfect tense
Teaching activity 01 | Sub-topic 01: At school Listening comprehension Adjes das gata e kola maj anglal

01. Children hear the listening comprehension Adjes das gata e kola maj anglal (worksheet 01) twice.
mind.
them.
05. Teacher and children discuss the content of the story.
Teaching activity 02 | Sub-topic 01: At school Reading Adjes das gata e kola maj anglal 1

01. Teacher hands out worksheet 02 Adjes das gata e kola maj anglal and asks one child to read the first section.
02. Together they discuss the content of the first section; Teacher writes new words on the blackboard and
translates them.
03. Same procedure for the following sections of the text until the whole text is read and all new words are on the
blackboard.
04. Children copy all the new words in their Language-portfolio (p. 53) and add the sheet to the Dossier.
Teaching activity 03 | Sub-topic 01: At school Hrtext Adjes das gata e kola maj anglal 2
01.
02.
03.
04.

Children take the text Adjes das gata e kola maj anglal (worksheet 02) out of the Dossier.
ey form pairs and try to answer the questions together.
Subsequently they read their answers to the class; Teacher writes them on the blackboard as a check.
Teaching activity 04 | Sub-topic 01: At school Listening comprehension Mu kola ando gav
Duration: 20 min | Skill: a | ELP: Dossier
01.
02.
03.
04.
Children hear the listening comprehension Mu kola ando gav (worksheet 03) twice.
them.
Teaching activity 05 | Sub-topic 01: At school Reading Mu kola ando gav


01. Teacher hands out the text Mu kola ando gav and asks one child to read the first section.
translates them.
blackboard.
Teaching activity 06 | Sub-topic 01: At school estionnaire Mu kola ando gav
01. Teacher hands out the worksheet 05 Mu kola ando gav and explains the task: Try to answer the questions
with the child siing next to you.
02. Children have 1015 min to answer the questions.
03. Subsequently the children read their answers to the class and the teacher writes them on the blackboard as a
check.
Teaching activity 07 | Sub-topic 01: At school Mu klasa 1
Duration: 30 min | Skill: e b
01. Teacher hands out worksheet 06 Mu klasa and explains the task: Try to draw your classroom.
02. Children have 1015 min to draw their classroom.
03. Subsequently the children present their drawings siing in a circle (teacher can ask questions like: Where is
the teachers desk? Where is the sink? Where is the blackboard?)
Teaching activity 08 | Sub-topic 01: At school Mu klasa 2
| ELP: Dossier
01.
02.
03.
04.
05.

Children take the questionnaire Mu klasa out of the Dossier.
Teacher explains the task: Write at least four sentences to describe your classroom.
Children have 1015 min to write the sentences.
Subsequently they read their sentences to the class.
Teaching activity 09 | Sub-topic 02: Aer school Guided Speaking Televizija

01.
02.
03.
04.

Teacher presents the topic Televizija (What programs are there? Whats the dierence between the programs? etc.).
Subsequently the children are to talk about the programs they like to watch. (23 sentences)
Teacher corrects them if necessary
Teaching activity 10 | Sub-topic 01: At school Game Tell him/her

Note: Purpose of the exercise, see underlined parts of the descriptor!
01. Teacher explains the game: I ask Child 1 to tell Child 2 to hand in his book (Mario, phen le Markosk, te del
perdal peski sveska). Teacher writes the sentence Child 1 has to say on the blackboard (Marko, e saritorka
phendja, tuk, te des perdal iri sveska).
02. e first child starts and says to the child siing next to him/her: Marko, e saritorka phendja tuk, te des
perdal iri sveska.
03. en its Markos turn who says to the child siing next to him: Suzano, e saritorka phendja tuk, te des perdal
iri sveska.
04. Now its Suzanas turn etc. until everybody has practiced the conversation.
Dierentiation: Children who have beer verbal skills can be asked to practice the game with other sentences
too, e.g. Marko, e saritorka phendja tuk, te ramos o zadatko (Marko, the teacher says you have to do your
homework.).
Teaching activity 11 | Sub-topic 01: At school Muo drugari, mu drugarica
01.
02.
03.
04.
05.
Teacher hands out worksheet 07 Muo drugari, mu drugarica.

Teacher asks one child to read the task and together they discuss it.
Children have 1520 min to write a leer.
Subsequently the children read their leers to the class; Teacher corrects if necessary.
Teaching activity 12 | Sub-topic 01: At school School in former times

01.
02.
03.
04.
05.
06.
Note: Suitable for to find out about the learning experiences of the parents, which can help the teacher for
beer collaboration with them. Oen the expectations of the parents correlate with the experiences they have
made at school.
Teacher hands out worksheet 08 E kola maj anglal.
Together they read the task and the teacher explains it: Write down what your parents or grandparents told
you about their time at school. (Usually older family members tell stories about their time at school, e.g. how
hard it was back then to aend school, how far away the school was, how strict the teacher was, etc.)
e kids have 1015 min to write a few sentences (at least three).
Subsequently the children read their sentences to the class.
e second task is for homework: Ask you parents about their time at school and describe it subsequently.
e sentences are compared the following day in class (its also possible to compare the situation of back then
with the situation today). e worksheet is added to the Dossier.
Teaching activity 13 | Sub-topic 01: At school Mu kola ando gav

01.
02.
03.
04.
05.

Teacher hands out worksheet 09 Mu kola ando gav.
He/She asks the children to read the task and together they discuss it: Find the errors in the text.
With a partner the children try to find all the errors.
As a check the children say the wrong word and the right word and the teacher writes them on the blackboard.
e worksheet is added to the Dossier.
Teaching activity 14 | Sub-topic 02: Aer school Guided Speaking So kres khere
01.
02.
03.
04.

Teacher talks about his/her activities aer school (eating, watching TV, housework, correcting exercises, )
Aer that he/she asks the children to talk about their activities aer school.
Teacher corrects sentences and spelling if necessary, so the children can practice the correct clause positions.
Teaching activity 15 | Sub-topic: all Language-portfolio

| ELP: p. 33

Lesson plan 01 | Topic: Mu kola ando gav Textual Understanding

TA-Nr.: 04 | Learning objectives: Textual Listening and understanding simple texts.
Mat./Res.: Listening worksheet 03 + audio-device
01. Children hear the listening comprehension Mu kola ando gav (worksheet 03) twice.
mind.
them.
TA-Nr.: 06 | Learning objectives: Answering of simple textual questions.
01. Teacher hands out the questionnaire worksheet 05 Mu kola ando gav and explains the task: Try to answer
the questions with the child siing next to you.
03. Subsequently the children read their answers to the class and the teacher writes them on the blackboard as a
check.
Lesson plan 02 | Topic: Guided Speaking
TA-Nr.: 09 | Learning objectives: Guided Speaking.
01.
02.
03.
04.

Teacher presents the topic Televizija (What programs are there? Whats the dierence between the programs? etc.)
Subsequently the children are to talk about the programs they like to watch (23 sentences).
Teacher corrects them if necessary.
TA-Nr.: 14 | Learning objectives: Practicing sentence construction and clause positions.

01.
02.
03.
04.

Teacher talks about his/her activities aer school (eating, watching TV, housework, correcting exercises, )
Aer that he/she asks the children to talk about their activities aer school.
Teacher corrects sentences and spelling if necessary, so the children can practice the correct clause positions
Muo anav
Adjes das gata e kola maj anglal

avalen thaj ejalen! Kate krel svato tumaro direktori.
Kamav te dav tumen godji, k adjes s amen konferencija.
Anda kodja das gata adjes e kola ka l 12 asur.
I kodja na bistren: tehara teljarel amai kola ka l
9 asur taj na ka l 8 asur! Najis tumeng!
aj te des anglal?
1) Kon krel svato?

_______________________________________________
2) Kana del pe gata e kola?
_______________________________________________
3) Sostar den gata e kola maj anglal?
_______________________________________________
4) Kana teljarel lengi kola tehar o djes?
_______________________________________________
Mu kola ando gav

Mu kola sas ando gav. Maj anglal so desas andr sas trin vaj tar
stepenice. Pe stngo rig thaj i pe ai rig le vudareski sas luludja.
Kana desas andr ande mu klasa, odma pe ac rig sas o lavabo taj
ek purano bov. Ivende taosas pe l kat. Nas amen taarimos sar kaj
s adjes ande l kole. Svako djes iravasas ameng ajo po purano
bov. Sja le uenikur anenas al de al ajo haj me pauvavas lenca.
i jeg data i kam bistrav mu cno kola ando gav.
My school in the village

My school was in the village. Before you came in, there were three
or four stairs. To the le and right of the door there were flowers.
Entering my class, there was a sink and an old oven on the far
le. In the winter, we heated with wood. We had no heating as it
exists today in schools. Every day we made tea on the old oven. All
students participated with a variety of teas and we swapped them
with each other. I will never forget my lile school in the village.
Muo anav
Mu kola ando gav

Mu kola sas ando gav. Maj anglal so desas andr sas
trin vaj tar stepenice. Pe stngo rig thaj i pe ai rig
le vudareski sas luludja.
Kana desas andr ande mu klasa, odma pe ac rig sas
o lavabo taj ek purano bov. Ivende taosas pe l kat. Nas
amen taarimos sar kaj s adjes ande l kole.
Svako djes iravasas ameng ajo po purano bov. Sja le
uenikur anenas al de al ajo haj me pauvavas lenca.
i jeg data i kam bistrav mu cno kola ando gav.
i jeg data i kam bistrav

mu cno kola ando gav.
Muo anav
Mu kola ando gav

aj te des anglal?
1) Kaj sas e kola?

__________________________________________
2) So sas pe stngo rig taj pe ai rig le vudareski?
__________________________________________
3) So sas ande klasa odma pe ai rig?
__________________________________________
4) Sar taonas ivende?
__________________________________________
5) So krenas svako djes?
__________________________________________
Muo anav
Mui klasa
1) Crtosar iri klasa!
2) aj te opisis iri klasa?

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Muo anav
Muo drugari/mui drugarica

Ramosar irja mamjak vaj ire paposk lil.
Opisosar ire maj lae drugares vaj irja maj laa drugarica!
me muo i
& drugar
Muo anav
E kola maj anglal

1)
Ramosar so anes pa e dadeski

vaj pa a daki kola.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
2)
Pu e dades vaj a da pa lengi kola (Kaj sas e

kola, dali sas dur, sar sas le saritorja, so sas lao,
so nas lao, ) thaj ramosar so anes akana pa
lengi kola.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Muo anav
Mu kola ando gav

itosar e paramii taj arakh le doa!
Mu kola sas ando foro. Maj anglal so desas andr,
sas trin vaj tar kat. Pe stngo rig taj pe ai rig le
vudareski sas pipr.
Kana desas ande mu klasa, odma pe stngo rig sas o
lavabo taj jek purano ifonjeri. Ivende taosas pe
l kat. Nas amen taarimos sar kaj s adjes ando bazeno.
Svako djes iravasas ameng pe purano bov graako.
Sja le uenikur anenas al de al ajo aj me pauvavas
lenca. i jeg data i kam bistrav mu cno kola
ando foro.
Topic (CFR): TRANSPORT AND TRAVEL
Sub-topic 01: Transport
Sub-topic 02: Travel

Skill
Can understand references to means of transport, that are mentioned in class, in stories and in other
lectured texts.
Can understand references in legends and stories to means of transport used by the Roma-community.
Can read and understand the gist of a short text about transport or traveling.
Can read and understand the gist of a short text about migration and its eect on children.
Can read and understand the gist of a legend or story about traveling.
Can read and understand the gist of a short descripion of occupations that cause Roma to travel.
Can answer basic questions about how he/she likes to travel.

Can talk about his/her traveling experiences.
Can ask other pupils about their traveling experiences.
bc
Can ask and answer questions about traveling with the family.
Can ask other pupils about their experiences with traveling and can answer questions about his/her
own experiences.
Can describe his/her daily way to school using a number of phrases and sentences.
Can name and describe various means of transport (e.g. car, truck, bus, bike, etc.).
Can describe the importance of traveling for Roma-families (in past and present) using a number of
phrases and sentences.
Can give a short report about a journey using dolls.
Can write very short texts about various means of transport, if necessary using a textbook.
Can write sentences about a familiar route (e.g. way to school).
Can write short, simple texts about his/her family, every-day life, etc.
Can write a short text (postcard, e-mail, etc.) about an experience while traveling with his/her family.

Dossier: Worksheet 02, 0407, 09, 10 and 15, Dossier, Teaching activity 01, 09 My new vocabulary
Vocabulary| Sub-topic 01: Transport

Active
le grastesko vurdon
o vurdon
o aviono
o vozo
e motorcikla
o tramvajo
le tramvajosa
o metro
le metrosa
e bicikla
o autobuso
le autobusosa
o karavano
e vjata, le vjatur
e redakcija
upozoril
o oferi
lel sama
o drom
o drom karing
o kilometari
e prikolica
o kamiono
e phabaj, le phabaja
the carriage
the car
the plane
the train
the motorcycle
the tram
by tram
the metro
by metro
the bike
the bus
by bus
the caravan
the news
the editorial team
to warn
the driver
to watch out
the path, the street
the path, the street to
the kilometer
the trailer
the truck
the apple, the apples
o piloto
o helikopteri
al
ande kola
prvo; angluno, angluji
telal
i ka, i kaj
palal, maj palal
sode?
e stanica, le stanice
huljel
ile (kurksk, onesk) karta
savi, savo
dur
al maj dur
e vrjama
sode vrjama?
trobul
Blago tuk!
mang
jek dopa aso
arsel
ramol
the pilot
the helicopter
to go
at school
first
by foot
until
then, aer that
how much?
the station, the stations
get o
the (weekly-, monthly-) ticket
which?
far
to keep going, to extend
the time, the weather
how much time? how long?
to need
Lucky you!
me
half an hour
to arrive
to write
Vocabulary| Sub-topic 02: Travel

Active
paa
bel
o gav
o foro
skavel
next to
to sit
the village
the city
to show
mang
i anel
puel
i trobul
lako
me
to not know
to ask
to not need
her, their
the last name

to speak
to be glad
the ballet
the hobby
to occur
the living
o strjino them
anda, andaj
jo; maj
sja
opisol, opisil
e grmada, le grmade
abroad
from
yet
all
describe
the pile(s)
Passive
o dujto anav
krel svato
loal
o baleto
o hobi
pecil pe
o trajo
Grammar
Active
Forming clauses, clause position present tense | Forming clauses, clause position perfect tense
Teaching activity 01 | Sub-topic 01: Transport Listening comprehension Le vjatur anda radio
Duration: 20 min | Skill: a | ELP: Dossier p. 53
01.
02.
03.
04.
Children hear the listening comprehension Le vjatur anda radio (worksheet 03) twice.
them.
05. Teacher and children discuss the content of the story. New vocabulary is copied from blackboard to Dossier p. 53.
Teaching activity 02 | Sub-topic 01: Transport Reading Le vjatur anda radio
| ELP: Dossier

01. Teacher hands out the text Le vjatur anda radio (worksheet 04) and asks one child to read the first section.
translates them.
blackboard.
Teaching activity 03 | Sub-topic 01: Transport Gap text Le vjatur anda radio
01.
02.
03.
04.
05.

Teacher hands out the gap text Le vjatur anda radioo (worksheet 05) and explains the task.
Children have 1015 min to fill out the gap text.
Subsequently every child reads one sentence and says the word in the gap additionally once again.
Teacher writes the gap words on the blackboard, so the children can compare their results.
Teaching activity 04 | Sub-topic 01: Transport estionnaire Le vjatur anda radio

01. Teacher hands out the worksheet 06 Le vjatur anda radio and explains the task: Try to answer the questions
with the child siing next to you.
03. Subsequently the children read their answers to the class and the teacher writes them on the blackboard as a check.
Teaching activity 05 | Sub-topic 02: Travel Reading Mu nevi drugarica
01. Teacher hands out the text Mu nevi drugarica (worksheet 02) and asks one child to read the first section.
translates them.
blackboard.
Recommendation: e story works well for the children to deal with their own history of migration
(if existing), e.g in a discussion. Teacher can ask the children: How was it for you to leave your home
country? Was it hard for you to learn the language of the new country? Who helped you? How did you learn
the new language? Etc. e information about the migration history of the children and their language
learning experiences can be applied to the Romani-lessons.
Teaching activity 06 | Sub-topic 02: Travel Gap text Mu nevi drugarica
01.
02.
03.
04.
05.

Teacher hands out the gap text Mu nevi drugarica (worksheet 07) and explains the task.
Teaching activity 07 | Sub-topic 02: Travel Morning circle Vacation

02. Teacher presents the topic My last vacation, by talking about his/her last vacation (Where have you been?
How did you travel? How long did the journey take? Where there border checks? Etc.).
03. Subsequently he/she asks the children to talk about their last vacation (Focus on: means of transport and
connected things like routes, passports, border checks, etc.).
04. Children try to answer in short sentences or phrases (free speaking without corrections by the teacher).
Teaching activity 08 | Sub-topic 01: Transport Listening comprehension as ande kola

01.
02.
03.
04.
Children hear the listening comprehension as ande kola (worksheet 08) twice.
them.
Teaching activity 09 | Sub-topic 01: Transport Dialogue as ande kola

01. Teacher hands out the text as ande kola (worksheet 09) and asks one child to read the first sentence.
02. Together they discuss the content of the first sentence; Teacher writes new words on the blackboard and
translates them.
03. Same procedure for the following sentences of the text until the whole text is read and all new words are on
the blackboard.
Teaching activity 10 | Sub-topic 01: Transport Gap text as ande kola
01.
02.
03.
04.
05.

Teacher hands out the gap text as ande kola (worksheet 10) and explains the task.
Teaching activity 11 | Sub-topic 01: Transport Puzzle as ande kola

Mat./Res.: Puzzle worksheet 11
01.
02.
03.
04.

Preparation: Print worksheet 11 and cut out one dialogue for each couple and put it into an envelope.
Children form couples; every couple gets an envelope.
e children have about 10 min to solve the text puzzle.
Subsequently, as a check, one of the couples reads the text they put together to the class.
Teacher collects the envelopes again.
Teaching activity 12 | Sub-topic 01: Transport Card game Transport

01.
02.
03.
04.
05.

Preparation: Laminate and cut out picture- and word cards (worksheet 01).
Teacher spreads out the picture cards on the floor and explains the game: Take a card from the floor, name the
transport vehicle (e.g. car), say two to three describing sentences about it (O vurdon s les 4 gume, jek motori, ).
Teacher asks the children to pick a transport vehicle, to name it and to describe it.
Teacher can correct the children in spelling and clause formation. He/She writes new vocabulary on the
blackboard.
Children copy new vocabulary to the Dossier p. 53.
Teaching activity 13 | Sub-topic 01: Transport Morning circle Sar as ande kola
02. Teacher presents the topic My way to school, by talking about his/her way to school (means of transport,
duration, changes, number of stations, tickets, etc.).
03. Subsequently he/she asks the children about their way to school (Focus on: means of transport and connected
things like routes, time and duration, stations, tickets, changes, etc.).
04. Children try to answer in short sentences and phrases (form oriented speaking; teacher corrects and supports
if necessary).
Teaching activity 14 | Sub-topic 02: Transport Worksheet Muo drom i ande kola
05.
06.
07.
08.
09.

Children get the worksheet Muo drom i ande kola (worksheet 12); teacher explains the task.
Children have 1015 min to describe their way to school in five sentences.
Subsequently every child reads his/her sentences to the class.
Teacher can subsequently check the spelling of the texts.
Teaching activity 15 | Sub-topic: all Language-portfolio

| ELP: p. 35

01. Aer finishing Unit 07 the teacher hands out his/her checklists.
Lesson plan 01 | Sub-topic 01: Le vjatur anda radio Textual Understanding

TA-Nr.: 01 | Learning objectives: Textual listening and understanding of a common text, extension of vocabulary.
01.
02.
03.
04.
Children hear the listening comprehension Le vjatur anda radio (worksheet 03) twice.
them.

01. Teacher hands out the text Le vjatur anda radio (worksheet 04) and asks one child to read the first section.
translates them.
blackboard.
Lesson plan 02 | Sub-topic 01: as ande kola Textual Understanding
01.
02.
03.
04.
Children hear the listening comprehension as ande kola (worksheet 08) twice.
them.

01. Teacher hands out the text as ande kola (worksheet 09) and asks one child to read the first sentence.
02. Together they discuss the content of the first sentence; Teacher writes new words on the blackboard and
translates them.
03. Same procedure for the following sentences of the text until the whole text is read and all new words are on
the blackboard.
le
grastesko
vurdon
o vurdon
o aviono
o tramvajo
e motorcikla
o metro
e bicikla
o autobuso
o karavano
o vozo
o helikopteri
o brodo
Muo anav
Mu nevi drugarica
Me taj mu familja sam neve ande strjino them. Amen
trajis ando foro Bei. O foro Bei s la Austrijako rutno
foro. Katka krel pe svato njamcicko.
Adjes sas muo angluno djes ande nevi kola. Me belem
paaj Mica. Lako dujto anav s Mitrovi. Voj s inja
brengi, voj avel andaj Srbija sar i me. Numa me trajivas
ando foro Kraljevo aj voj avel anda cnoo gav Dren, kaj
s paa foro Grabovco.
E Mica skadja mang ande pauza e antrego kola. Poto
jo i anav te krav svato njamcicko, me aj te puav la
sja aj voj pauvel mang sja ande omaji ib.
But loajlem kana phendja voj mang kaj i lako hobi s, te
al ka o baleto, k i me av ka o baleto.
Vjatur anda radio

Phralalen thaj phejalen, kaj aunen amari emisija, amari redakcija
upozoril sja le oferen, kaj s po drom karing o Baljevco, zurales
te len sama, k ka o kilometari 35 pterdili e prikolica jek
kamjonoski. Po drom arakhadol jek grmada phabajengi. udjis
tumen, len sama sar traden! Zurales najisaras le Draganos taj
le Pantanduras, amare do helikoperosk pilotong, pala kaa
importantno informacija. E redakcija katar tumaro Radio
Kraljevac, kamel tumeng maj jek data baxtalo drom!
News on the radio

Radio Romano warns all drivers who are on their way to
Volkovo. At kilometer 35 the trailer of a truck has opened. ere
are apples all over the road! Please take care! anks to Alija and
Maksut, our helicopter pilots of the helicopter, for this important
message. Radio Romano wishes you a pleasant journey!
Muo anav
Vjatur anda radio

Phralalen thaj phejalen, kaj aunen amari emisija, amari
redakcija upozoril sja le oferen, kaj s po drom karing
o Baljevco, zurales te len sama, k ka o kilometari 35 pterdili
e prikolica jek kamjonoski. Po drom arakhadol jek grmada
phabajengi. udjis tumen, len sama sar traden!
Zurales najisaras le Draganos taj le Pantanduras, amare do
helikoperosk pilotong pala kaa importantno informacija.
E redakcija katar tumaro Radio Kraljevac, kamel tumeng
maj jek data baxtalo drom!
Po drom
arakhadol jek
grmada
phabajengi.
Muo anav
Vjatur anda radio

Phralalen thaj phejalen, kaj aunen amari emisija, amari redakcija
________ sja le oferen, kaj s po _______ karing o Baljevco, zurales
te len sama, k ka o kilometari 35 pterdili e ________ jek
kamjonoski. Po drom arakhadol jek grmada phabajengi. udjis
tumen, len sama sar traden!
drom
pilotong
upozoril
baxtalo
prikolica
Zurales najisaras le Draganos taj le Pantanduras, amare do

helikoperosk __________ pala kaa importantno informacija.
E redakcija katar tumaro Radio Kraljevac, kamel tumeng maj
jek data _________ drom!
Muo anav
Vjatur anda radio

Des tu godji?
1) Kas upozoril e redakcija?

_____________________________________________
2) So pecisajlo po drom karing o Baljevco?
_____________________________________________
3) So sas ande prikolica?
_____________________________________________
4) So s o Dragano thaj o Pantantura?
_____________________________________________
Muo anav
Mu nevi drugarica
Me taj mu familja sam neve ande ________. Amen trajis
ando foro Bei. O foro Bei s la Austrijako rutno foro.
Katka krel pe svato __________.
Adjes sas muo angluno djes ande nevi kola. Me belem
_________Mica. Lako dujto anav s Mitrovi. Voj s inja
brengi aj voj avel _________ Srbija sar i me. Numa me
trajivas ando foro Kraljevo aj voj avel anda cnoo gav Dren,
kaj s paa foro Grabovac.
E Mica skadja mang ande pauza e antrego kola. Poto jo
i anav te krav svaro njamcicko, me aj te ________la sja aj
voj pauvel mang sja ande omaji ib.
But loajlem kana phendja voj mang kaj i lako hobi s, te al
ka o baleto k i me av ka o baleto.
puav
strjino them
andaj
paaj
njamcicko
Muo anav
as ande kola
A:
Ilija, sar as ande kola?
I:
Maj anglal av i ka autobusoski stanica

taj pala kodja av le autobusosa.
A:
Sode stanice as le autobusosa?
I:
Me huljav pe 4. stanica.
A:
Savi karta s tu tut?
I:
Man s ma oneski karta, aj tu Ana?

Sar as tu ande kola?
A:
Mang s e kola but dur. Anglal av le

tramvajosa 5 stanice taj pala kodja av maj dur
le metrosa maj 8 stanice.
I:
Aj savi karta s tu tut?
A:
Me inav kurksk karta. Sode vrjama trobul tu i

kaj kola?
I:
Pa, mang trobul 10 minutur.
A:
Blago tuk, mang trobul jek dopa aso i ka

arsav kaj kola.
Muo anav
as ande kola
A:
Ilija, sar as ande kola?
I:
Maj anglal av i ka autobusoski stanica taj

pala kodja av le autobusosa.
A:
Sode stanice as le autobusosa?
I:
Me huljav pe 4. stanica.
A:
I:
Man s ma oneski karta, aj tu Ana?

A:
Mang s e kola but dur. Anglal av le

tramvajosa 5 stanice taj pala kodja av maj
dur le metrosa maj 8 stanice.
I:
Aj savi karta s tu tut?
A:
Me inav kurksk karta. Sode vrjama trobul

tu i kaj kola?
I:
A:
Blago tuk, mang trobul jek dopa aso i ka

arsav kaj kola.
Muo anav
as ande kola
A:
Ilija, ____as ande kola?
I:
Maj ____av i ka autobusoski stanica taj

pala kodja av le autobusosa.
A:
Sode ____ as le autobusosa?
I:
Me ______ pe 4. stanica.
A:
I:
Man s ma oneski _____, aj tu Ana?

A:
Mang s e kola but ____. Anglal av le

tramvajosa 5 stanice taj pala kodja av maj
dur le metrosa maj 8 stanice.
I:
Aj savi ____ s tu tut?
A:
Me inav kurksk karta. _____ vrjama trobul

tu i kaj kola?
I:
A:
Blago tuk, mang ______ jek dopa aso i

ka arsav kaj kola.
Muo anav
Muo drom i ande kola

Opisosar o drom i kaj kola (autobusosa, tramvajosa,
metrosa, ). aj te ramos 5 reenice?
muo
kher
muo
kola
Topic (CFR): FOOD AND CLOTHING
Sub-topic 01: Groceries and dishes
Connected main themes in the CFR: Festivals and celebrations

Skill
Can understand simple instructions or information about clothing for a certain purpose (a school-trip,
cold weather. Etc.).
Can understand basic information about advantages and disadvantages of certain groceries
(e.g. groceries, that are good/bad for our health).
Can understand instructions on wearing certain pieces of traditional clothing for a certain pupose or
occasion.
Can understand instructions on cleanliness concerning clothing and the preparation of food.
Can understand basic instructions on production and preparation of food in a household.
Can understand explanations about politeness and hospitality concerning groceries.
Can read and understand names, labels and flash cards of groceries in local shops and supermarkets or
on seeds and plants.
Can read and understand simple descriptions of food and clothing, as they appear in a story.
Can read the names and basic desriptions of groceries used in a household (e.g. in family recipes).
Can read phrases and simple sentences about traditional clothing, if they appear in a story or an other
wrien text.
Can answer basic questions about dishes/beverages, that he/she likes or dislikes and report about
preferences and dislikes of others in a few words.
Can speak about the dishes served at a certain celebration and choose what he/she wants to have.
bc Can ask and answer questions about pieces and sorts of clothing, e.g. which kind of clothing suits
dierent weather conditions.
Can use simple idioms to discuss the dishes served at home or at a certain celebration.
Can ask and answer questions about Roma-clothing and preferences or dislikes concerning clothing.
Can use a number of phrases and sentences to describe his/her favorite dish.
Can use a number of phrases and sentences to describe events concerning a special meal in the family
(e.g. a religious celebration, a family celebration).
Can use a number of sentences to describe an important meal and the clothing of its participants.
Can write a short text about an event in which food plays an important part (e.g. in the family, at a
religious celebration).
Can write short texts about his/her favorite pieces of clothing.
Can describe the preparation of a certain dish at home in a short and simple text.
Can describe a traditional costume that is worn on a special occasion in a short and simple text.
Can write a short and simple text about an occasion on which he/she and his family had visitiors at
home.

Dossier: Worksheet 01, 0407 Dossier, teaching activity 03, 07, 10, My new vocabulary
Vocabulary| Sub-topic 01: Groceries and dishes

Active
e purum, le puruma
the onion, the onions
amaro/-i/-e
our
o morkoj, le morkoja,
the carrot, the carrots
e panija
Spain
(a)losarel
to choose
e argarepa, le argarepe
o patliano, le patliaja
the tomato, the tomatoes
erno/-i/-e
roen
e piparka, le pipr
the paprika, the paprikas
uklo/-i/-e
sour
o muruzi, o muruzija
the corn
o, e maj ukar
the most beautiful
o graako
the pea, the peas
londo/-i/-e
salty
e sr, le srja (pl.)
the garlic
khamutno, khamutni, khamutne
sunny
o krompiri, le krompirja
the potato, the potatoes
khrutno/-i/-e
local
e zeleno salata, le zeleja salate
the green salad, the green salads
o birto; o restorano
the restaurant
o fusuj, o fosuj
the bean, the beans
e zumi, le zumja
the soup, the soups
e burjaca, le burjec
the mushroom, the mushrooms
e knedla, le knedle
the dumpling, the dumplings
o krjasteveco, le krjastevec
the cucumber, the cucumbers
knedlenca
with dumplings
e phabaj, le phabaja
the apple, the apples
e khajni, le khajnja
the chicken, the chickens
e banana, le banane
the banana, the bananas
la khajnjaki
of chicken
e irjea, le ire
the cherry, the cherries
o bureko
the Burek (filled strudel-dough)
o ambrol, le ambrola
the pear, the pears
o mas
the meat
o limuno, le limunur
the lemon, the lemons
masesa
with meat
e pruna, le prune
the plum, the plums
o iral
the cheese (e.g. Emmental, Gouda)
o bostano, le bostanur
the watermelon, the watermelons
e tolumba
the Tolumba (sweet dish)
o struguro, le strugur
the grape, the grapes
e baklava
the Baklava
oo ananaso, le ananasur
the pineapple, the pineapples
le akhoreng torta
the chocolate cake
e jagoda, le jagode
the strawberry, the strawberries
le phabajengo soko
the apple juice
e pomarandja, le pomarandje
the orange, the oranges
o mano
the bread
e mandarina, le mandarine
the clementine, the clementines
o margarino
the buer, the margarine
e muterija, le muterije
the customer, the customers
e goj, le goja
the sausage, the sausages
pala amare muterije
for the customers
o kivi, le kivi
the kiwi, the kiwis
adjes
today
o vanilin eer
the vanilla sugar
tumeng
for you (p)
la khajnjaki zumi
the chicken soup
e kila
the kilogram
le maeng zumi
the fish soup
krel
to cost
o mao, le mae
the fish(es)
gu(g)lo/-i/-e
sweet
e raca, le race
the duck
e semnca, le semnc
the seed, the seeds
o lolo sax
the red cabbage
(also: pumpkin seeds)
e raca lole axesa
duck with red cabbage
posebno
special
e piva
the beer
ito
sharp
e kesa, le kese
the bag
o duano
the supermarket, the shop
la familjak
for the family
e familja
the family
o kuimos
the inflation
Grammar
Active
Passive
Forming clauses, clause position in Present

tense, Singular/Plural, Articles o/le
Adjectives
Teaching activity 01 | Sub-topic 01: Groceries and dishes Card game Fruits and Vegetables
bc

01.
02.
03.
04.
05.
06.
Preparation: Laminate and cut out cards.

Teacher spreads out the picture cards on the floor and hands out the word cards to the children.
Children put their word cards beside the matching picture cards.
Teacher collects word cards that are in the wrong place and hands them out to the children again.
Children try to put the word cards in the right place once again.
Together they discuss the vocabulary and singular/plural forms of the words
(e.g. Whats tomato in Romani? Is patliano a singular or a plural form? Etc.).
Teaching activity 02 | Sub-topic 01: Groceries and dishes Discussion Me kamav/i kamav
Preparation: Laminate and cut out cards.
02. Teacher spreads out the picture cards on the floor and starts the discussion: Me kamav te xav banane.
Me i kamav te xav pipr (I like to eat bananas. I dont like to eat paprika.) and shows the matching picture
cards.
03. Teacher asks a child: So kames tu te xas aj so i kames? (What do you like to eat and what dont you like to eat?).
04. Child answers and shows the matching picture cards.
05. Teacher asks the other children one aer the other.
06. Teacher corrects spelling and clause positions if necessary.
Teaching activity 03 | Sub-topic 01: Groceries and dishes Listening comprehension Ando duano
Duration: 30 min | Skill: a | ELP: Dossier p. 53
01.
02.
03.
04.
Children hear the listening comprehension Ando duano (worksheet 03) twice.
them.
06. Finally they listen to the text once again. New vocabulary is copied from blackboard to Dossier p. 53.
Teaching activity 04 | Sub-topic 01: Groceries and dishes Reading Ando duano
01. Teacher hands out the text Ando duano (worksheet 04) and asks one child to read the first section.
translates them.
blackboard.
Teaching activity 05 | Sub-topic 01: Groceries and dishes Error text Ando duano
e | ELP: Dossier
Mat./Res.: Error text worksheet 05

01.
02.
03.
04.
05.
06.

Teacher hands out the error text Ando duano (worksheet 05).
Teacher asks one child to read the task and subsequently explains it once again.
Children have about 10 min to find the errors in the text together with the child siing next to them.
Subsequently the children say the wrong words; Teacher writes them on the blackboard.
Together they discuss how the text could be put right; Children write the right words above the wrong ones.
Teaching activity 06 | Sub-topic 01: Groceries and dishes Advertisement Brochure

e | ELP: Dossier
01.
02.
03.
04.
05.

Teacher hands out the worksheet 06 Reklama and asks one child to read the text under the first picture.
e group discusses the content of the text.
Subsequently an other child reads the text under the second picture.
e group discusses the content again.
Teacher asks the children to cut out a picture of a product from a brochure, to glue it onto a sheet of paper and
to write a short advertising slogan below it as a homework. Worksheet is added to the Dossier.
Teaching activity 07 | Sub-topic 01: Groceries and dishes Reading Menu


01.
02.
03.
04.
05.
06.
Teacher hands out the text O birto `Kaj phuri dej (worksheet 07).
Children read the text silently once.
Subsequently the children talk about the content with the child siing next to them (What is this?).
Every couple searches for one word that they dont understand and tells it to the teacher.
Now the text is read aloud (one child reads the soups, an other child reads the main dishes, etc.) and discussed
in group (teacher explains the dishes if the children dont know them).
07. Children copy the new vocabulary to the Dossier p. 53. Worksheet is added to the Dossier.
Teaching activity 08 | Sub-topic 01: Groceries and dishes Role play O birto `Kaj phuri dej

01.
02.
03.
04.

Preparation: Print and laminate worksheet 07.
Teacher puts a chair and a desk into the middle of the circle; he/she puts a menu (worksheet 07) on the desk.
Teacher explains the game: Find a partner and play a scene in a restaurant with him/her. One plays the waiter/
waitress, one plays the customer, who wants to order something to eat in the restaurant.
Children have about 10 min to prepare a dialogue (they can also write it down; teacher can support them
doing that).
Subsequently every couple plays their scene in the restaurant (less gied children might use their wrien
dialogue or learn it by heart).
Teaching activity 09 | Sub-topic 01: Groceries and dishes Morning circle My favorite dish
02. Teacher tells the children about his/her favorite dish: Muo maj drago xabe s xumer iralesa. But kamav kana s
lo mito irado taj kana s but iral andr. (My favorite dish is macaroni and cheese. I like it a lot, if its cooked
well and if theres a lot of cheese inside.). Subsequently the teacher asks every child: Savo xabe s tuk maj
drago? (What is your favorite dish?). Children talk about their favorite dishes. Teacher corrects spelling and
clause positions if necessary.
03. Teacher can write new vocabulary or vocabulary the children need for their descriptions on the blackboard.
Teaching activity 10 | Sub-topic 01: Groceries and dishes Grocery List 1
01. Teacher hands out the grocery list (worksheet 01) to the children.
02. Children read the text silently once.
03. Subsequently the children talk about the content with the child siing next to them (What is this? What do the
words mean? Etc.).
04. Every couple searches for one word that they dont understand and tells it to the teacher.
06. Now the text is read aloud and discussed in group.
07. Children copy the new vocabulary to the Dossier p. 53.
Teaching activity 11 | Sub-topic 01: Groceries and dishes Trip to the market
Duration: about 4 hrs. | Skill: d
Mat./Res.: Worksheet 11, camera
01. Children take the grocery list A1 from the Dossier and form couples.
02. Teacher allocates dierent groceries to the couples (13 depending on group size) and explains the task: Every
couple gets money from the teacher to buy their groceries at a market.
03. Together they visit a market and buy the groceries from the list (children should buy their groceries one group
aer the other so the other children can watch and listen to the conversations).
04. ey return to the classroom and discuss the trip (How much did it cost? How much change did the children
get? Etc.).
06. Teacher takes pictures of the trip.
Teaching activity 12 | Sub-topic 01: Groceries and dishes Having a snack together
Duration: about 2 hrs. | Skill: b
Mat./Res.: Groceries of activity 11, forks, knives, plates, bowls, carving boards, camera
01. Teacher hands out the groceries (see Activity 11) and explains the task: ey prepare a snack for an upcoming
celebration or festival (Christmas, Roma-day, Birthday, Easter, etc.). e snack consists of sandwiches and fruit
salad.
02. Children wash, clean and cut the fruits and vegetables.
03. Teacher cuts the bread.
04. Children spread buer on the bread slices and coat them with cheese, ham and vegetables. Subsequently
teacher and children prepare the fruit salad.
05. e snack can begin (before it a Christmas-, Easter-, or Birthday-song can be sung).
06. During the preparations and the snack teacher takes pictures.
Teaching activity 13 | Sub-topic 01: Groceries and dishes Our snack
Duration: about 20 min | Skill: e | ELP: Dossier
Mat./Res.: Lined paper
01. Teacher explains the task: Write a short story about our snack.
02. Teacher writes a few central questions on the blackboard, that help the children with their texts: What did
we eat? What was the occasion? Who prepared what? How was it prepared? What did you like best? Which
drinks where served? Etc.
03. Teacher can help the children with the formulation of their sentences. (If some children cant read and write
yet, they can tell their sentences to the teacher and he/she writes them down.).
04. Children read their stories to the class.
05. Sheet is added to the Dossier.
Teaching activity 14 | Sub-topic 01: Groceries and dishes Poster Our snack
Mat./Res.: Pictures of activity 11 and 12, large poster, pens, glue
Preparation: Draw a grid on the poster, so that every child has a space for designing.
Print pictures of activity 11 and 12.
01. Teacher puts the poster and the pictures on the floor and explains the task: Pick a space on the poster that you
want to design. You can write, draw, glue, etc. All the pictures can be used. e heading is: Our snack.
02. Children design the poster as they prefer.
03. e poster is put on a wall in the classroom.
Teaching activity 15 | Sub-topic 01: Groceries and dishes Presentation of the poster Our snack
Duration: 20 min | Skill: bc b
Mat./Res.: Poster Our snack
01. e class takes a look at the poster the children made.
02. Teacher asks the children to present their segment of the poster (What did you write/draw/glue ? Was that
before or aer shopping? Why did we have that snack? Did you like it? What didnt you like? Etc.).
03. Children tell their stories (teacher and classmates can ask questions).
Lesson plan 01 | Sub-topic 01: Ando duano Textual Understanding

TA-Nr.: 03 | Learning objectives: Textual listening and understanding of a common text. Extension of vocabulary.
01.
02.
03.
04.
05.
06.
Children hear the listening comprehension Ando duano (worksheet 03) twice.
Teacher and children discuss the content of the story.
Finally they listen to the text once again. New vocabulary is copied from blackboard to Dossier p. 53.
| ELP: Dossier

01. Teacher hands out the text Ando duano (worksheet 04) and asks one child to read the first section.
translates them.
blackboard.
Lesson plan 02 | Sub-topic 01: Ando duano Form-orientated Reading and Understanding
TA-Nr.: 05 | Learning objectives: Form-orientated Reading and Understanding of a familiar text.
Deepening of vocabulary.
e | ELP: Dossier

01.
02.
03.
04.
05.
Teacher hands out the error text Ando duano (worksheet 05).
Together they discuss how the text could be put right; Children write the right words above the wrong ones in
the text.
TA-Nr.: 06 | Learning objectives: Form-orientated Reading and Understanding of a familiar text.
e | ELP: Dossier
01.
02.
03.
04.
05.
Teacher hands out the worksheet 06 Reklama and asks one child to read the text under the first picture.
e group discusses the content of the text.
Subsequently an other child reads the text under the second picture.
e group discusses the content again.
Teacher asks the children to cut out a picture of a product from a leaflet, to glue it onto a sheet of paper and to
write a short advertising slogan below it as a homework.
e purum
le puruma
e piparka
le pipr
o limuno
le limunur
o patliano
le patliaja
e sr
le srja
e banana
le banane
e pomarandja
le pomarandje
e ireja
le ire
e burjaca
le burjec
o kukuruzo
o ambrol
le ambrola
o morkoj
le morkoja
o bostano
le bostanur
o struguro
le strugurja
o krjasteveco
le krjastevec
o graako
e jagoda
le jagode
o fosuj
e phabaj
le phabaja
o ananaso
le ananasur
o krompiri
le krompirja
e zeleno
salata
le zeleja salate
e pruna
le prune
o ax
Muo anav
So trobul te inav:
1)
2 man
2)
1 margarino
3)
kila goja
4)
kila iral
5)
1 krjasteveco
6)
4 patliaja
7)
3 piprr
8)
3 phabaja
9)
5 banane
10)
kila jagode
11)
3 ambrola
12)
1 ananaso
13)
4 kivi
14)
1 limuno
15)
5 kese
vanilin eer
Muo anav
Ando duano
Amare ku muterijeng das adjes
le strugur maj lezni. Numa adjes krel
o kila strugur 1 aj na 2 sar pe aver
djesa.
Amaro struguro s bi semncngo

haj desja gulo. Amare partnerja ande
panija paljivo losarde le maj ukar
strugur pala tume.
Maj jek aver akcija s amen adjes.

Le ici pipr das adjes maj lezno.
O kila pipr krel adjes numa 2
aj na 3 sar pe l aver djesa.
Muo anav
Ando duano
aj te arakhes sja le pan doa?
Amare ku muterijeng das adjes le strugur pe maj bari
cena. Numa adjes krel o kila strugur 1 aj na 2 sar pe
aver djesa.
Amaro struguro s bi semncngo haj desja uklo.
Amare partnerja ande panija paljivo losarde le maj
erne strugur pala tume.
Maj jek aver akcija s amen adjes. Le londe pipr das
adjes maj lezno. O kila pipr krel adjes numa 2 aj na
3 sar pe l aver djesa.
O kila pipr
krel adjes numa
2 aj na 3 sar
pe l aver djesa.
Muo anav
REKLAMA
Sultaninos
Zeleno struguro
i
Sultaninos b
semncengo.
tni
Katar e khamu
panija.
a: 2,--/kilo
Normalno cen jes
Numa ad
1,--/kila
Bengale
Khrutne,
ici
pipr,
Sorta
Bengale
Normalno cen
a: 3,--/kilo
Numa adjes
1,--/kila
Muo anav
RESTORAN TO
Kaj phuri dej

a
Zumi knedlenc
i
Khajnjaki zum
Maengi zumi
vaj iralesa
a
s
e
s
a
m
o
k
e
r
u
B
thudesa
Mmliga ukle
a
Raca lole axes
Mas thuljardo
sko
Sarma bi mase
ri kuxinja
a
m
a
r
ta
a
k
a
lj
Boko
aklava
Tolumba vaj b
ta
Akhorengi tor
Piva anda exo
ko
Phabajengo so
rne molja
a
p
j
a
th
le
lo
Austrijak
Topic (CFR): TIME, SEASONS AND WEATHER
Sub-topic 01: Weather
Sub-topic 02: Time
Sub-topic 03: Seasons
Connected main themes in the CFR: Food and Clothing

Skill
Can understand simple conversations about weather and seasons, if they contain familiar keywords and
-concepts and if there is visual support.
Can generally follow stories and conversations in class about weather and dierent activities of the seasons.
Can understand instructions concerning the weather (e.g. protection of apartment or pets).
Can generally follow conversations about weather and its eects on the family.
Can understand an age-appropriate story about weather, day and night or a statement about a certain
time of day in a story, if the story contains a large amount of familiar vocabulary.
Can use the pictures of a textbook, to grasp and understand general information about weather (rain,
wind, temperature, etc.).
Can recognize and understand terms connected with weather or seasons in stories and other texts.
Can read and understand simple stories that contain a large amount of familiar vocabulary connected
with certain activities in dierent seasons and weather conditions (e.g. landscape in spring, going to the
beach in summer, preparations for a religious celebration, etc.).
Can understand references on time of day or weather in simple, familiar fairytales.
Can ask and answer questions about weather and seasons, that he/she likes.
Can participate in simple conversations about the weather in his/her country and about appropriate
clothing for dierent weather conditions.
bc
Can ask and answer simple questions about a celebration or occasion that takes place at a certain time
of the year.
Can ask simple questions about seasonal circumstances or celebrations at a certain time of the year.
Can use a number of phrases, simple sentences and appropriate adjectives to describe the current
weather conditions.
Can use a number of phrases and simple sentences to describe the school holidays or a family vacation abroad.
Can name his/her favorite day and give a simple explanation for that choice.
Can use a number of phrases and simple sentences to describe his/her favorite weather, season or day
of the week in connection to Roma-lifestyle.
Can write sentences about clothing that is necessary for dierent weather conditions and for dierent seasons.
Can write a short text about a perfect day.
Can write sentences about the eects of the change of seasons and the weather on family or
community.

Dossier: Worksheet 0206, 08 and 09 Dossier
Teaching activity 01, 03 and 06 My new vocabulary
Vocabulary| Topic: Time, seasons and weather

Active
e vrjama
la vrjamaki prognoza
avel
akana
ukar
la meteorologijak stanica
e informacija, le informacije
pahol
aj
e ulica, le ulice
poto, k
e temperatura
ankljel
maj but
the weather, the time

the weather report
to follow
now
fine, nice, beautiful
the weather station
the information
to freeze
it goes, it can, maybe
the street, the streets
because
the temperature
to come out
more
o stepeno, le stepenur pe celzijevosk skala
the degree Celsius, the degrees Celsius
pe kado than
upozoril
o oferi, le oferur
lel sama
tradel
del informacija
tumen
i pe rjat
barem
here, in this place

to warn
the driver, the drivers
to watch out
to drive
to inform
you (p)
o santimetari, le santimetrur
the centimeter, the centimeters
avel maj nasul
to get worse
e situacija, le situacije
o drom
najis
the situation, the condition, the situations
until the night, until the evening
at least
the path
ank you! (s), ank you! (p)
(lit. Be healthy!)
kodo, kodi, kodola
the one, the ones

to enjoy
this
le bresk doba, le bresk dobe
the season, the seasons
o gad, le gada
le thule gada (pl.)
o milaj, milaje
o ivend, ivende
e primovara, o prolee
pe primovara
e tomna, e tamna, pe tomna
tato/-i/-e, o taimos
e priroda
bistrel
o iv, dela o iv
the piece of clothing, the pieces of clothing
kodolesk, kodolak, kodoleng
uivil
the warm clothing

the summer, in summer
the winter, in winter
the spring
in spring
the autumn, in autumn
warm, the warmth
the nature
to forget
snow, to snow
udro, udri, udre

o klizalite
buel
lel
del
e moderatorka
e radiostanica
avel, kam avel
o urnalo
perel, peren
kon?
so?
sar?
katar?
savo, savi, save
sode?
kaj?
adjes
mikil pe
pe raate
irjate
djese
le plivimasko bazeno
podnosil
raduini pe
o severi
ikljola, ikljola avri
bistrela
phenel
o djes, le djes(a)
bistrel
e dopan
mada
cold
the ice rink
to be called, to mean
to get
to give
the presenter
the radio station
to become, we will become
the newspaper
to fall
who?
what?
how?
where from?
which?
how much?
where? where to?
today
to move
in the evening
over night
over the day
das Schwimmbad
to stand (sth.)
to be happy
the west
to go outside
to forget
to say
the day, the days
to forget
half
even if
o brind, o brind del

o adri, o kiobrano
pahol
e balval phurdel
teljarel
e luja
e tetradji
o savato
o kurko
o nordo
lel pe peste
naj prja ukar
rain, to rain
the umbrella
to freeze
the wind blows
to begin
the Monday
the Wednesday
the Saturday
the Sunday
the north
get dressed
is not very nice
Grammar
Active
Forming clauses, Clause position, Interrogatives, Future tense, Adjectives, Nouns
Teaching activity 01 | Sub-topic 01: Weather Listening comprehension La vrjamaki prognoza anda radio
| ELP: p. 53

01.
02.
03.
04.
05.
06.
07.
Children hear the listening comprehension La vrjamaki prognoza anda radio (worksheet 01) twice.
e listening comprehension is played again. Children talk about the content with an other child.
Teacher and children discuss the content of the story. New vocabulary is copied from blackboard to Dossier p. 53.
Teaching activity 02 | Sub-topic 01: Weather Textual Reading La vrjamaki prognoza anda radio
| ELP: Dossier

Teacher hands out the text La vrjamaki prognoza anda radio and asks one child to read the first section.
Together they discuss the content of the first section.
Teacher asks an other child to read the second section.
Together they discuss the content of the second section; this procedure goes on until the whole text is read and
all new words are on the blackboard.
01.
02.
03.
04.
05.
Teaching activity 03 | Sub-topic 01: Weather Grammatical Reading La vrjamaki prognoza anda radio
01. Teacher hands out worksheet La vrjamaki prognoza anda radio (worksheet 03).
02. One child reads the task. Subsequently the task is discussed: Read the text. Aer every sentence ask Who or
What? like shown in the example on the worksheet. Circle the answer.
03. Teacher shows how to perform the task in the following sentence. He/She writes the next sentence on the
blackboard and asks for the subject with Who or What?. He/She circles the subject of the sentence.
04. With a partner the children try to circle the subjects of the following sentences.
05. Teacher asks the children to tell him/her the words that they circled and writes them on the blackboard one
below the other.
06. Together they discuss what kind of words these are (nouns) and how they can be found in a sentence (article
or a numeral in front of it). Teacher marks all the articles and numerals on the blackboard to visualize them for
the children.
07. Children copy the sentences from the blackboard and add the sheet to the Dossier.
Teaching activity 04 | Sub-topic 01: Weather Error Text La vrjamaki prognoza anda radio
e | ELP: Dossier

Teacher hands out the error text La vrjamaki prognoza anda radio (worksheet 04).
the text.
01.
02.
03.
04.
05.
Teaching activity 05 | Sub-topic 01: Weather estionnaire La vrjamaki prognoza anda radio
01.
02.
03.
04.
Note: is activity can only be done subsequently to activity 02, 03 or 04.

Teacher hands out the questionnaire worksheet 05 La vrjamaki prognoza anda radio.
Children have about 10 min to answer the questions together with the child siing next to them.
Subsequently the answers are compared and the teacher writes the sentences on the blackboard as a check.
Teaching activity 06 | Sub-topic 01: Weather Textual Reading Le bresk dobe thaj e vrjama

01.
02.
03.
04.
05.
06.
07.
08.
09.
Teacher hands out the text Le bresk dobe thaj e vrjama (worksheet 06).
Children read the text silently once.
Subsequently the children talk about the content with the child siing next to them (What is this? Etc.).
Every couple searches for one word that they dont understand and tells it to the teacher.
Now the text is read aloud and discussed in group.
Children copy the new vocabulary to the Dossier p. 53.
As a homework the children are to read the text again and assign it to the right season.
Teaching activity 07 | Sub-topic 01: Weather Discussion Sar s e vrjama?

02. Teacher starts by describing the current weather conditions: e.g. De diminjac phende ando radio k adjes kam
avel baro l. Me lem pe mande thule gada, te na avel mang l. Kana anklistem avri lja te del o iv. (In todays
weather forecast in the morning they said it would be very cold today. I put on warm clothing so I wouldnt
freeze. When I went outside it started to snow.) Subsequently he/she asks the children to describe the current
weather conditions (Sar s e vrjama akana? What is the weather like now?).
03. Children describe the weather conditions one aer the other. Teacher corrects spelling and clause positions if
necessary.
04. Teacher can write new vocabulary or words the children want to know on the blackboard.
Teaching activity 08 | Sub-topic 02: Time Poster Mu hodina

Mat./Res.: Posters, pens, brochures, newspapers, glue, scissors
Preparation: Find newspapers, brochures, pictures, etc., and provide them for the children.
01. Teacher hands out a poster to every child and explains the task: Design a poster with the heading
My holidays.
02. Children design, draw, glue, paint and write on their poster as they prefer.
03. Posters are put on the wall in the classroom.
Teaching activity 09 | Sub-topic 02: Time Presentation Mu hodina
Duration: 30 min | Skill: bc b
Mat./Res.: Poster Mu hodina
01. e class takes a look at the posters the children made.
02. Teacher asks every child to talk about his/her poster (When was that? Who was there? Where was that?
What did you like best about it? What didnt you like about it? Etc.).
03. Children talk about their posters; teacher and classmates can ask questions.
Teaching activity 10 | Sub-topic 01: Weather Discussion So kam urjaves?
02. Teacher reads the weather forecast worksheet 06 E vrjama to the children.
03. ey discuss the content of the forecast and subsequently the teacher asks the children what they would put
on if they heard this forecast.
04. Children answer one aer the other.
05. Teacher sometimes interrupts them with questions to encourage them, e.g. What kind of shoes would you
wear? Why would you put on trousers and not a skirt? Etc.
06. Teacher writes words that the children dont know yet or words they need for their descriptions on the blackboard.
Teaching activity 11 | Sub-topic 01: Weather TV weather forecast
Duration: 50 min
Mat./Res.: Camera, large map
Preparation: Aach map to the blackboard.
01. Teacher explains the task: You are a weather forecast presenter on TV. Prepare a weather report in order to
present it later on.
02. Children prepare their weather forecasts (teacher helps them with writing it down and corrects it if necessary).
03. Subsequently the teacher films the presentations of the children. ey sit in front of the large map.
Teaching activity 12 | Sub-topic 03: Seasons Discussion Le tar bresk dobe

Mat./Res.: Picture cards worksheet 07, lamination-device
Preparation: Print and laminate picture cards worksheet 07.
02. Teacher shows a picture card with a season on it (e.g. summer) and asks the children to describe the weather of
that season.
03. Together they discuss the weather of that season (e.g. summer: sunny, warm, very hot, ).
04. Subsequently the teacher asks what kind of clothing is appropriate in that season.
05. Together they discuss the appropriate kind of clothing for that season.
06. All four seasons (weather and clothing) are discussed by reference to the picture cards.
Teaching activity 13 | Sub-topic 03: Seasons Worksheet Le tar bresk dobe 1
01. Teacher hands out worksheet Le tar bresk dobe (worksheet 08).
02. He/She asks a child to read the task to the class and subsequently they discuss it.
03. Children can write the sentences about the weather of the four seasons together with a partner (teacher can
support them).
04. Teacher can finally check the spelling and clause positions.
Teaching activity 14 | Sub-topic 03: Seasons Worksheet Le tar bresk dobe 2
01. Teacher hands out worksheet Le tar bresk dobe (worksheet 09).
02. He/She asks a child to read the task to the class and subsequently they discuss it.
03. Children can write the sentences about the appropriate clothing in the four seasons together with a partner
(teacher can support them).
Teaching activity 15 | Sub-topic 01, 02, 03: Language-portfolio
| ELP: p. 41

Lesson plan 01 | Sub-topic 01: La vrjamaki prognoza anda radio Textual Understanding
01.
02.
03.
04.
05.
06.
07.
Children hear the listening comprehension La vrjamaki prognoza anda radio (worksheet 01) twice.
e listening comprehension is played again; Children talk about the content with an other child.
Teacher and children discuss the content of the story. New vocabulary is copied from blackboard to Dossier p. 53.
| ELP: Dossier

02. Teacher hands out the text La vrjamaki prognoza anda radio (worksheet 02) and asks one child to read the first
section.
03. Together they discuss the content of the first section.
04. Teacher asks an other child to read the second section.
05. Together they discuss the content of the second section; this procedure goes on until the whole text is read and
all new words are on the blackboard.
Lesson plan 02 | Stub-topic 01: La vrjamaki prognoza anda radio Form-orientated Reading and Understanding
TA-Nr.: 04 | Learning objectives: Form-orientated reading and understanding of a familiar text. Deepening of vocabulary.
e | ELP: Dossier

01.
02.
03.
04.
05.
Teacher hands out the error text La vrjamaki prognoza anda radio (worksheet 04).
the text.
TA-Nr.: 03 | Learning objectives: Form-orientated reading and understanding of a familiar text. Deepening of vocabulary.
01. Teacher hands out worksheet La vrjamaki prognoza anda radio (worksheet 03).
02. One child reads the task. Subsequently the task is discussed: Read the text. Aer every sentence ask Who or
What? like shown in the example on the worksheet. Circle the answer.
03. Teacher shows how to perform the task in the following sentence. He/She writes the next sentence on the
blackboard and asks for the subject with Who or What?. He/She circles the subject of the sentence.
04. With a partner the children try to circle the subjects of the following sentences.
05. Teacher asks the children to tell him/her the words that they circled and writes them on the blackboard one
below the other.
06. Together they discuss what kind of words these are (nouns) and how they can be found in a sentence (article
or a numeral in front of it). Teacher marks all the articles and numerals on the blackboard to visualize them for
the children.
07. Children copy the sentences from the blackboard and add the sheet to the Dossier.
La vrjamaki prognoza
anda radio
Akana aunen la vrjamaki prognoza la Ruasa:
Phralalen thaj phejalen, kamav tumeng
jek ukar ivendeski teharin, mada e
vrjama vorta naj prja ukar. Katar la
meterologijaki stanica ljam maj nevi
informacija, k adjes sja le droma aj aven
pahome poto e temperatura i avel maj
opre katar o -1 stepeno pe celzijevoski skala.
Pe kako than udjis sja e oferen kaj s po
drom, te len sama sar traden. Maj jek aver
informacija kamas te das tumen: i pe rjat
kam del maj ca 5 santimetur iv taj e situacija
pe l droma aj te avel but maj nasul sar kaj
s akana.
-1 stepeno
pe celzijevoski
skala,
5 santimetur
iv
Najis tuk Ruo. Sja kodoleng, kaj loan pa kako udro

ivendesko djes, kamas te phenas, k palaj djeseski karta
po klizalite ando centro poinen adjes numa e dopan!
Kalderash_Secondary_A2_eng_unit-09 | worksheet 01, 02 | 148
Muo anav
La vjramaki
prognoza anda radio
itosar jek reenica palaj aver. Pala svako reenia pu:
kon? vaj so? Okruisar kodola svatur.
Primeri:
Pu:
De anglal:
Okruisar:
itosar e angluji reenica.

Kon vaj so aunen akana?
avel akana!

Phralalen thaj phejalen, kamav tumeng jek ukar ivendeski
teharin, mada e vrjama vorta naj prja ukar. Katar la
meterologijaki stanica ljam maj nevi informacija, k adjes
sja le droma aj aven pahome poto e temperatura i avel
maj opre katar o -1 stepeno pe celzijevoski skala. Pe kako
than udjis sja e oferen kaj s po drom, te len sama sar
traden. Maj jek aver informacija kamas te das tumen: i
pe rjat kam del maj ca 5 santimetur iv taj e situacija pe l
droma aj te avel but maj nasul sar kaj s akana. Najis tuk
Ruo. Sja kodoleng, kaj loan pa kako udro ivendesko djes,
kamas te phenas, k pala djeseski karta po klizalite ando
centro poinen adjes numa e dopan!
Muo anav
La vjramaki
prognoza anda radio
aj te arakhs sja le pan doa?
Phralalen thaj phejalen, kamav tumeng jek ukar milaski
teharin, mada e vrjama vorta naj prja ukar. Katar la
meterologijaki stanica ljam maj nevi informacija, k adjes sja
le droma aj aven pahome poto e temperatura i avel maj
opre katar o -1 stepeno pe celzijevoski skala. Pe kako than
udjis sja e oferen kaj s po drom, te len sama sar traden.
Maj jek aver informacija kamas te das tumen: i pe rjat kam
del maj ca 5 santimetur bind taj e situacija pe l droma aj
te avel but maj nasul sar kaj s akana.
Najis tuk Ruo. Sja kodoleng, kaj loan pa kako tato
tomnako djes, kamas te phenas, k pala djeseski karta po
bazeno ando centro poinen adjes numa e dopan!
Maj jek aver informacija

kamas te das tumen: i
pe rjat kam del maj ca
5 santimetur bind.
Muo anav
La vjramaki
prognoza anda radio
Des tu godji?
Sar buel la moderatorkak katar e radiostanica?
_____________________________________________
Katar lja e moderatorka e informacija?
_____________________________________________
Save duj importantni informacije dja amen e Rua?
_____________________________________________
Sode stepenur pe celzijevoski skala ka aven amen adjes?
_____________________________________________
Kaj poinen numa e dopan, kodola ene, kaj loan pa
kado udro djes?
_____________________________________________
Muo anav
Le bresk dobe
taj e vrjama
itosar jek reenica palaj aver. Pala svako reenia pu:
kon? vaj so? Okruisar kodola svatur.
Savato, 04. Aprili - Vrjamaki prognoza:
Adjes kam del brind. E temperatura kam avel katar
3 stepenur e teharin i ka 14 stepenur djese.
La prirodak kam avel kodo brind baro bereeto.
Kurko, 26. Juli - Vrjamaki prognoza:
Adjes kam avel e vrjama khamutni taj but tati.
E temperatura kam avel katar o 23 stepenur
e teharin i ka 37 stepenur djese.
Pe baro tatimos maj feder s te an te najon!
Tetradji, 07. Oktoberi - Vrjamaki prognoza:
Adjes kam del brind taj bari nordosk balval kam phurdel.
E temperatura kam avel katar 5 stepenur e teharin i ka
10 stepenur djese. Te trobuna te ankljen
avri, na bistren o kiobrano!
Luja, 23. Decemberi - Vrjamaki prognoza:
Adjes kam del iv. E temperatura kam avel katar
3 stepenur e teharin i ka -8 stepenur irjate.
Irjat le droma aj te aven pahome!
e primovara
o prolee
o milaj
e tomna
e tamna
o ivend
Muo anav
Le tar bresk dobe

Opisosar e vrajma katar le tar bresk dobe!
Muo anav
Le tar bresk dobe

Opisosar save gada trobus te les pe tute pe razni bresk dobe!
Topic (CFR): NATURE AND ANIMALS
Sub-topic 01: Animals
Working with the CFR Learning objectives Learning objectives

Skill
Can understand the gist of simple conversations in class or of stories about animals or plants.
Can generally understand the teacher when he/she talks about animals or plants (e.g. Environmental
Studies), if the used terms are familiar.
Can understand a report about the activities of Roma-people connected with nature or animals.
Can read and understand short, simple texts about animals and nature, if they contain a large amount of
familiar vocabulary and if there is visual support.
Can read short, simple texts like fairy tales with references on animals or nature, if they contain a large
amount of familiar vocabulary and if there is visual support.
Can answer simple questions about animals or plants that he/she likes/dislikes.
Can ask and answer questions about keeping pets.
Can ask and answer simple questions about animals that are kept as pets by his/her family or the family
bc
of others.
Can ask and answer simple questions about animals that he/she likes.
Can ask and answer simple questions about the connections between dierent Roma-groups and certain
animals.
Can use a number of phrases and simple sentences to talk about keeping animals or pets.
Can use a number of phrases and simple sentences to talk about wild animals and places where they
can be found.
Can use a number of phrases and simple sentences to describe the meaning of animals for Roma-life in
former times.
Can use a number of phrases and simple sentences to talk about the belief of Roma-people in the
mythical meaning of certain animals (e.g. luck, curses, messenger, etc.).
Can write simple sentences about animals on a farm, wild animals or the keeping of a pet using familiar
vocabulary.
Can write simple sentences about the connection between dierent Roma-groups and certain animals,
if the names of the groups are given.

Dossier: Worksheet 0207
Teaching activity 01
Vocabulary| Sub-topic 01: Animals

Active
svnto, svnc (pl.)
holy
o majmuno, le majmunur
the monkey, the monkeys
adjes
today
o kafezo
the cage
al
to go
erno, erni, erne
roen (m, f, pl.)
le ivotinjeng bar
the zoo
skavel
to show, to teach
dikhl
to see, to look
e gumeno kuna
the rubber swing
razno, razni
various, dierent
del kuna
to swing
e ivotinja, le ivotinje
the animal, the animals
o maj cno
the smallest
e maj drago ivotinja
the favorite animal
e phabaj
the apple
le khreski ivotinja
the pet
e phabelin
the apple tree
o sap
the snake
e banana
the banana
o kenguro
the kangaroo
o khr
the house
o elefanto
the elephant
o policajco
the police ocer
e irafa
the girae
o lavo
the lion
o gras(t)
the horse
e biblioteka
the library
e kamila
the camel
katar
where from?, from, of
xal
to eat
kodo, kodi, kodola
this, these
o dand, le dand(a)
the tooth, the teeth
opisil
to describe
o direktori
the director
trajil
to live
mothol
to tell, to narrate
avri dikhl
to look like
smeno
funny
le rezusosko majmuno
the rhesus monkey
lengo
her
e Indija
India
len
they
e Australija
Australia
Grammar
Active
Passive
Forming clauses and Clause position in

Present tense
Perfect
Plural
Teaching activity 01 | Sub-topic 01: Animals Listening comprehension Le svnc majmunur

01.
02.
03.
04.
05.
Children hear the listening comprehension Le svnc majmunur (worksheet 01) twice.
them.
Teaching activity 02 | Sub-topic 01: Animals Textual Reading Le svnc majmunur
| ELP: Dossier

01.
02.
03.
04.
05.
06.

Teacher hands out the text Le svnc majmunur (worksheet 02) and asks one child to read the first section.
Teacher asks an other child to read the second section. Together they discuss the content of the section.
is procedure goes on until the whole text is read and all new words are on the blackboard.
Teaching activity 03 | Sub-topic 01: Animals Gap text Le svnc majmunur

01.
02.
03.
04.
05.

Teacher hands out the gap text Le svnc majmunur (worksheet 03) and explains the task.
Subsequently every child reads one sentence to the class and says the word in the gap additionally once again.
Teaching activity 04 | Sub-topic 01: Animals estionnaire Le svnc majmunur

01.
02.
03.
04.

Teacher hands out the questionnaire Le svnc majmunur (worksheet 04).
Teaching activity 05 | Sub-topic 01: Animals Error text Le svnc majmunur

e | ELP: Dossier

Teacher hands out the error text Le svnc majmunur (worksheet 05).
the text.
01.
02.
03.
04.
05.
Teaching activity 06 | Sub-topic 01: Animals Discussion Le ivotinje


Preparation: Print, laminate and cut out picture cards worksheet 08.
02. Teacher spreads out the picture cards (worksheet 08) on the floor.
03. Teacher tells the children which animals he/she likes/dislikes and explains why. He/she shows the matching
picture cards.
04. Subsequently he/she asks the children to talk about the animals they like/dislike.
05. Children talk one aer the other and show the matching picture cards.
06. Teacher corrects spelling and clause positions if necessary and asks additional questions to keep the conversation
going, e.g. Why do/dont you like hamsters/pigs/bears ? What is so special about this animal? Etc.
07. Teacher writes new words or words the children need for their descriptions on the blackboard.
Teaching activity 07 | Sub-topic 01: Animals Worksheet Mu maj drago ivotinja
01. Teacher hands out worksheet Mu maj drago ivotinja (worksheet 06).
02. He/She asks a child to read the task to the class and subsequently they discuss it (Describe you favorite animal.
What does it eat? Where does it live? How does it look like?).
03. Children can write the sentences together with a partner (teacher can support them).
Teaching activity 08 | Sub-topic 01: Animals Discussion Mu khrutni ivotinja

02. Teacher talks about his/her pet (if he/she doesnt have one he/she talks about an animal he/she likes)
e.g. My pet is called Momo. Its a hamster. Momo is one year old. He likes seeds and nuts. Etc.
03. Subsequently he/she asks the children to talk about their pets.
04. Children talk one aer the other.
05. Teacher corrects spelling and clause positions if necessary.
Teaching activity 09 | Sub-topic 01: Animals Worksheet Mu khrutni ivotinja
01. Teacher hands out worksheet Mu khrutni ivotinja (worksheet 07).
02. He/She asks a child to read the task to the class and subsequently they discuss it (Describe your pet.
What does it eat? Where does it live? How does it look like? Etc.).
03. Children can write the sentences together with a partner (teacher can support them).
06. As a homework the children are to bring pictures of their pets. If they dont have a pet, they are to cut out
pictures of their favorite animal from newspapers and brochures and bring them.
Teaching activity 10 | Sub-topic 01: Animals Poster Mu khrutni ivotinja
01. Teacher hands out a poster to every child and explains the task: Design a poster with the heading My pet.
02. Children design, draw, glue, paint and write on their poster as they prefer. ey can also use pictures of their pets.
Teaching activity 11 | Sub-topic 01: Animals Presentation Mu khrutni ivotinja
Mat./Res.: Poster Mu khrutni ivotinja
02. Teacher asks every child to talk about his/her poster (Whats the name of your pet?, How long do you have it
already?, How old is it?, What sex is it?, What does it eat? Etc.).
Teaching activity 12 | Sub-topic 01: Animals Game Who am I?

01.
02.
03.
04.
05.
Teacher asks one child to leave the classroom.

In the meantime the rest of the class chooses one animal. Teacher writes the name of this animal onto a post-it.
e child waiting outside is asked into the classroom again.
Teacher sticks the post-it onto the childs forehead, so that the child cant see whats wrien on it.
e child asks the other children questions that can only be answered with yes or no about himself/herself
in order to find out who he/she is (e.g. Am I tall/small?, Am I fast/slow?, Am I a forest-/sea-animal?
Am I a pet? Etc.)
07. When the child has found out which animal he/she is, he/she can choose somebody else to leave the classroom
and the game starts again.
Teaching activity 13 | Sub-topic 01: Animals Pantomime ivotinje
Duration: 30 min
02. Teacher explains the task: One child stands in the middle of the circle and pantomimes an animal. e
other children have to guess which animal he/she is. e child who makes the right guess is the next one to
pantomime.
03. e game can begin.
Teaching activity 14 | Sub-topic 01: Animals Game Whisper down the lane
Duration: 20 min
01. Children form teams, that sit opposite each other. e players of each team sit next to one another, forming a
horizontal line.
02. Teacher explains the task: I whisper something to the first one in the row. He/She tries to understand me and
whispers it to the child siing next to him/her. is goes on until the message reaches the last one in the row.
is child has to say what he/she heard. Every player can only whisper once. e team that reaches five points
first is the winner.
03. e game can begin (teacher can use words or short sentences, e.g. Me sm ooj/tigari/mca/mao, ).
Teaching activity 15 | Sub-topic 01: Language-portfolio
Duration: 10 min | Skill: e d | ELP: p. 44
Mat./Res.: Sprachenportfolio p. 44 /Level A2
Lesson plan 01 | Sub-topic 01: Le svnc majmunur Textual Understanding

01.
02.
03.
04.
Children hear the listening comprehension Le svnc majmunur (worksheet 01) twice.
e listening comprehension is played again. Children are to keep one word that they dont understand in
mind.
them.
| ELP: Dossier

01.
02.
03.
04.
05.
06.

Teacher hands out the text Le svnc majmunur (worksheet 02) and asks one child to read the first section.
is procedure goes on until the whole text is read and all new words are on the blackboard.
Lesson plan 02 | Sub-topic 01: Le svnc majmunur Form-orientated Reading and Understanding
TA-Nr.: 04 | Learning objectives: Form-orientated reading and understanding of a familiar text.
01.
02.
03.
04.
Teacher hands out the questionnaire Le svnc majmunur (worksheet 04).

TA-Nr.: 03 | Learning objectives: Form-orientated reading and understanding of a familiar text.

01.
02.
03.
04.
05.
Teacher hands out the gap text Le svnc majmunur (worksheet 05) and explains the task.
Muo anav
Le svnc majmunur
Adjes gelem mua kolasa ande ivotinjeng bar. Kote
dikhljam razni ivotinjen. Dikhljam sapen, kengururen,
elefanton, irafen, grasten, kamilen taj majmunen. Mu
maj drago ivotinja s o majmuno.
Le majmunur s but smeni ivotinje. Kana dikhljam len
ande lengo kafezo vorta xanas von banane taj phabaja.
O maj cno majmuno dja pe kuna pe k gumeno kuna taj
skadja mang pesk erne dand.
O direktori katar le ivotinjengi bar mothodja ameng,
kaj kodola majmunur aven katar e Indija. Lengo anav
s rezusosk majmunur. Ande Indija dikhn le len sar
svnc ivotinje.
Le majmunur s but
smeni ivotinje.
Kalderash_Secondary_A2_eng_unit-10 | worksheet 01, 02 | 163
Muo anav
Le svnc majmunur
svnc | Indija | kafezo | direktori | rezusosk
majmunur | majmuno | kuna | ivotinjen
Adjes gelem mua kolasa ande ivotinjeng bar.
Kote dikhljam razni _______. Dikhljam sapen,
kengururen, elefanton, irafen, grasten,
kamilen taj majmunen. Mu maj drago
ivotinja s o _______. Le majmunur s but
smeni ivotinje. Kana dikhljam len ande
lengo ______vorta xanas von banane taj
phabaja. O maj cno majmuno dja pe kuna
pe k gumeno _____ taj skadja mang
pesk erne dand. O _______ katar le ivotinjengi
bar mothodja ameng, kaj kodola majmunur
aven katar e _______. Lengo anav s _________.
Ande Indija dikhn le len sar __________ ivotinje.
Muo anav
Le svnc majmunur
Des tu godji?
1) Kaj geli e ejo la kolasa?

_____________________________________________
2) Save ivotinjen dikhle von kote?
_____________________________________________
3) Savi s lak maj drago ivotinja?
_____________________________________________
4) So krenas le majmunur?
_____________________________________________
5) So krelas o maj cno majmuno?
_____________________________________________
6) Sar s le majmunengo anav kaj s katar e Indija?
_____________________________________________
7) Save ivotinje aven katar e Indija?
_____________________________________________
Muo anav
Le svnc majmunur
aj te arakhs sja le ov doa?
Adjes gelem mua kolasa ande biblioteka. Kote dikhljam
razni ivotinjen. Dikhljam sapen, kengururen, elefanton,
irafen, grasten, kamilen taj majmunen. Mui maj drago
ivotinja s o lavo.
Le majmunur s but tuni ivotinje. Kana dikhljam len
ande lengo khr vorta von xanas banane taj phabaja.
O maj cno majmuno dja pe kuna pe k gumeno kuna taj
skadja mang pesk erne dand(a).
O plicajco katar le ivotinejengi bar mothodja ameng
kaj kodola majmunur aven katar e Australija. Ande Indija
dikhn len sar svnc ivotinje.
Muo anav
Mui maj drago ivotinja

Opisosar iri maj drago ivotinja
(So xal, kaj trajil, sar dikhl avri, ).
Muo anav
Mu khrutni ivotinja
Opisosar iri khrutni ivotinja
(So xal, kaj trajil, sar dikhl avri, )
Topic (CFR): HOBBIES AND ART
Sub-topic 01: Hobbies

Skill
Can understand the gist of simple conversations in class and stories about interests or recreationalacitvities, including activities abroad, of other children.
Can understand simple instructions on a game.
Can understand the gist of a comparison of recreational-activities or artistic activities in the past and in
the present.
Can understand the gist of a story, a poem or a song about an event or an experience if it contains familiar
vocabulary.
Can understand the crucial point of a riddle.
Can understand simple instructions on a physical activity.
Can understand simple instructions on a short performance.
Can understand the gist of an explanation on how the arts of Roma-people in the past have an influence
on todays arts and design.
Can read and understand simple texts (stories, internet-texts, ) that describe an event or a
recreational-activity (e.g. concert, soccer game).
Can read and understand short descriptions of what children did in former times.
Can read and understand a short text about the typical activities of a Roma-child with a family that is
engaged in the performing arts (e.g. music, dance, circus, ).
Can read and understand short and simple texts (stories, internet-texts, ) that describe a sports event
(e.g. soccer game, boxing fight).
Can ask and answer simple questions about the course of events of a performance or a game.
Can ask and answer simple questions about a film.
Can ask and answer simple questions about his/her hobbies.
bc Can ask and answer simple questions about recreational-activities at home or in the family.
Can ask and answer simple questions about traditional recreational-activities of Roma-children in the
past.
Can speak about his/her favorite activities aer school.
b
Can use a number of phrases and simple sentences to describe a hobby or a recreational-activity.
Can use a number of phrases and simple sentences to describe his/her recreational-activities.
Can describe a favorite hobby or recreational-activity in a short text (e.g. leer, email) using familiar
vocabulary.
Can describe a hobby or a recreational-activity of the Roma, that he/she likes in a short text (e.g. leer,
e-mail) using familiar vocabulary.

Dossier: Worksheet 0209 Ablage
Teaching activity 01 and 02
Vocabulary| Sub-topic 01: Hobbies

Active
So kres?
What are you doing?
amen
we
khan(i)
nothing
e ej, o av
the Roma-girls, the Roma-boys
Sar san?
How are you?
kamel
to want, to like
Mito!
good, fine
o aver kurko
next week
nevo, nevi, neve
new (s, p)
uopte
at all, not at all
tute
at your place
anel
to know
e dej
the mother
o koreografo
the choreographer
opisil
describe
skavel
to show, to teach
o omano folkloro
the Romani folklore
mkel man
he, she leaves me
arai
yesterday
e klasa
the class
smas
I was
nakhl
to pass by
e proba
the rehearsal, the training
e pauza
the break
fino
fine, good
o hobi
the hobby
samo, numa
only
o papo
the grandfather
trobul
to need, to must
le paposa
with the grandfather
inel pesk
to buy
Maj mitoo!
Hello!
jo; maj
still
ramol
to write
kak
some, any
kodo, kodi, kodola
this
ukar
prey, beautiful
o lil
the leer
khlimask papue
the dancing shoes
phenel
to say
siol
to learn
e koarka
the basketball game
khlel
to dance
angrel
to wear
o horo
the Horo*
o treningo
the training
o eno
the persons, the people
e drugarica
the friend
kaj?
where?
treniril
to train
so?
what?
xal sladoledo
to eat ice-cream
sode?
how much?
kamav tu, kamav tumen
I love you (s, p)
kote
there
e oa
the skirt, the dress
zajedno; kethane, khetane
together
le khlimask papue
the dancing shoes
Grammar
Active
Passive
Forming clauses and Clause position

Present Tense
Perfect tense
Future tense
* a traditional Roma-dance in the Balkanregion
Teaching activity 01 | Sub-topic 01: Hobbies Listening comprehension O omano folkloro

01.
02.
03.
04.
05.
Children hear the listening comprehension O omano folkloro (worksheet 01) twice.
them.
Teaching activity 02 | Sub-topic 01: Hobbies Dialogue Reading O omano folkloro

01. Teacher hands out the text O omano folkloro (worksheet 02) and asks one child to read the first sentence.
02. Together they discuss the content of the first sentence. Teacher writes new words on the blackboard and
translates them.
03. is procedure goes on until the whole text is read and all new words are on the blackboard.
04. New vocabulary is copied from blackboard to Dossier p. 53.
Teaching activity 03 | Sub-topic 01: Hobbies Gap text O omano folkloro
01.
02.
03.
04.
05.

Teacher hands out the gap text O omano folkloro (worksheet 03) and explains the task.
Teaching activity 04 | Sub-topic 01: Hobbies estionnaire O omano folkloro

01.
02.
03.
04.

Teacher hands out the questionnaire O omano folkloro (worksheet 05).
Teaching activity 05 | Sub-topic 01: Hobbies Error text O omano folkloro

e | ELP: Dossier

Teacher hands out the error text O omano folkloro (worksheet 04).
the text.
01.
02.
03.
04.
05.
Teaching activity 06 | Sub-topic 01: Hobbies Discussion Muo hobi

bc | ELP: Dossier p. 53

Preparation: Print, laminate and cut out picture cards worksheet 06.
02. Teacher spreads out the picture cards (worksheet 06) on the floor.
03. Teacher tells the children about his/her hobby (Which hobby? How oen does he/she do it? What does he/she
like/dislike about it? What materials does he/she need for it? Etc.) He/She shows the matching picture cards.
04. Subsequently he/she asks the children to talk about their hobbies.
05. Children talk one aer the other and show the matching picture cards.
06. Teacher corrects spelling and clause positions if necessary and asks additional questions to keep the
conversation going, e.g. Why do you like/dislike that? What are the rules for this game? Do you need a trainer
for it? How oen do you aend the training? Etc.
Teaching activity 07 | Sub-topic 01: Hobbies Poster Muo hobi
01. Teacher hands out a poster to every child and explains the task: Design a poster with the heading Muo hobi.
02. Children design, draw, glue, paint and write on their poster as they prefer.
Teaching activity 08 | Sub-topic 01: Hobbies Presentation Muo hobi

Mat./Res.: Posters of activity 07
02. Teacher asks every child to talk about his/her poster (Why do you like/dislike that? What are the rules for this
game? Do you need a trainer for it? How oen do you aend the training? Etc.).
Teaching activity 09 | Sub-topic 01: Hobbies Pantomime Hobbies

02. Teacher explains the task: One child stands in the middle of the circle and pantomimes a hobby. e other
children have to guess which hobby that is. e child who makes the right guess is the next one to pantomime.
03. e game can begin.
Teaching activity 10 | Sub-topic 01: Hobbies Game Whisper down the lane
01. Children form teams, that sit opposite each other. e players of each team sit next to one another, forming
a horizontal line.
02. Teacher explains the task: I whisper something to the first one in the row. He/She tries to understand me and
whispers it to the child siing next to him/her. is goes on until the message reaches the last one in the row.
is child has to say what he/she heard. Every player can only whisper once. e team that reaches five points
first is the winner.
03. e game can begin (teacher can use words or short sentences, e.g. Me kamav te pliviv. Me av ka trenino. ).
Teaching activity 11 | Sub-topic 01: Hobbies Textual Reading Muo nevo hobi
Duration: 20 min | Skill: b | ELP: Dossier
01.
02.
03.
04.
05.
06.

Teacher hands out the text Muo nevo hobi (worksheet 07) and asks one child to read the first section.
is procedure goes on until the whole text is read and discussed.
Worksheet is added to the Dossier
Teaching activity 12 | Sub-topic 01: Hobbies Gap text Muo nevo hobi
01.
02.
03.
04.
05.

Teacher hands out the gap text Muo nevo hobi (worksheet 08) and explains the task.
Teaching activity 13 | Sub-topic 01: Hobbies Letter Muo hobi

01. Teacher hands out the worksheet Muo hobi (worksheet 09).
02. He/She asks one child to read the task and together they discuss it: Write a leer to any person you like.
Describe your hobby.
03. Children have 1520 min to write the leer.
04. Subsequently they read their leers to the class. Teacher corrects them if necessary.
Teaching activity 14 | Sub-topic 01: Hobbies Dialogue Recording O omano folkloro
Mat./Res.: Worksheet 02, Audiorecording-device
01. Children have about 10 min to practice reading the dialogue O omano folkloro (worksheet 02).
02. Subsequently every couple is recorded by the teacher.
03. Together they listen to all the recordings.
Teaching activity 15 | Sub-topic 01: Language-portfolio
Duration: 10 min | Skill: e d | ELP: p. 47, 58
Lesson plan 01 | Sub-topic 01: O omano folkloro Textual Understanding

01.
02.
03.
04.
05.
Children hear the listening comprehension O omano folkloro (worksheet 01) twice.
them.

01. Teacher hands out the text O omano folkloro (worksheet 02) and asks one child to read the first sentence.
02. Together they discuss the content of the first sentence. Teacher writes new words on the blackboard and
translates them.
03. is procedure goes on until the whole text is read and all new words are on the blackboard.
04. New vocabulary is copied from blackboard to Dossier p. 53.
Lesson plan 02 | Sub-topic 01: O omano folkloro Spelling Practice
TA-Nr.: 14 | Learning objectives: Repeating and keeping in mind of a familiar dialogue. Spelling practice.
Mat./Res.: Worksheet 02, Audio-recording-device
01. Children have about 10 min to practice reading the dialogue O omano folkloro (worksheet 02).
02. Subsequently every couple is recorded by the teacher.
03. Together they listen to all the recordings.
Muo anav
O omano folkloro
Rua:
So kres Mileno? Sar maj san?
Milena: Ak najis tuk, mito sm,
khani i krav! Aj sar san tu?
Rua:
Najis tuk, i me mito sm!
So s nevo tute?
Milena: Mu dej upisosardja ma ande omano folkloro.
Vorta e rjat smas pe proba.
Rua:
Ej, ukar-i! Aj sar sas?
Milena: Fino sas. Numa trobul te inav mang jo jek oa
taj ukar khlimask papue.
Rua:
So siilen irjat?
Milena: Pa maj anglal siiljam te khlas jek purano kolo
aj palal siiljam te khlas oeko.
Rua:
Sode ene sen tumen kote?
Milena: Pa amen sam ov eja taj jea ave.
Te kamesa, aj i tu te aves aver kurko,
k trobul amen maj jek ej.
Rua:
Pa i anav Mileno, me uopte i anav te khlav
sar tu.
Milena: Na dara Ruo, amaro koreografo kam skavel
tuk sja.
Rua:
Apo mito! Adjes kam puav katar mu dej, dali ka
mkel man. Hajde akana te as-tar ande klasa,
k ve nakhli amari pauza.
Muo anav
O omano folkloro
Rua:
Milena: Ak najis tuk, mito sm,
khani i krav! Aj sar san tu?
Rua:
Najis tuk, i me mito sm!
So s nevo tute?
Milena: Mu dej upisosardja ma ande omano ________.
Vorta e rjat smas pe _____.
Rua:
Ej, ukar-i! Aj sar _____?
Milena: Fino sas. Numa trobul te inav mang jo jek
______ taj ukar khlimask papue.
Rua:
So ______________irjat?
Milena: Pa maj anglal siiljam te khlas jek purano _____
aj palal siiljam te khlas oeko.
Rua:
Milena: Pa amen sam ov eja taj jea ave. Te kamesa,
aj i tu te aves aver kurko, k trobul amen maj jek ej.
Rua:
sar tu.
Milena: Na dara Ruo, amaro koreografo kam skavel tuk sja.
Rua:
mkel man. Hajde akana te as-tar ande klasa,
k ve nakhli amari pauza.
Muo anav
O omano folkloro
aj te arakhs sja le ov doa?
Rua:
Milena: Ak najis tuk, khani i krav!
Aj sar san tu?
Rua:
i sm mito! So s nevo tute?
Milena: Mu dej upisosardja ma ande srpsko folkloro.
Vorta e rjat smas pe proba.
Rua:
Ej, ukar-i! Aj sar sas?
Milena: Fino sas. Numa trobul te inav mang jo trenerke
taj khlimask patike.
Rua:
So siilen irjat?
Milena: Pa maj anglal siiljam te khlas jek purano kolo
aj palal siiljam te khlas fudbalo.
Rua:
Milena: Pa amen sam ov eja taj jea ave. Te kamesa, aj
i tu te aves aver kurko, k trobul amen maj jek ej.
Rua:
sar tu.
Milena: Na dara Ruo, amaro profesori kam skavel tuk sja.
Rua:
mkel man. Hajde akana te as-tar ande klasa, k
ve nakhli amari pauza.
Muo anav
O romano folkloro
Des tu godji?
1) Kaj iskirindas ande a Rupaki dej a Rupa?
_______________________________________________________
2) So trubuj i Rupa te kinel peske?
_______________________________________________________
3) So sitjile anglunes pe proba?
_______________________________________________________
4) So sitjile irjat te khelen?
_______________________________________________________
5) Ketji ene-j ando folkloro?
_______________________________________________________
Mi daj upiindja man

ko makedonsko folklori.
Muo anav
Muo anav
Muo nevo hobi

Te a ves
sasti mamijo!
Sar maj san? Me sm but mito! Sar s o papo? Ramov tuk kodo
lil, k kamav te phenav tuk kaj s man jek nevo hobi.
Me av te khlav koarka! E rjat angrdja man o tata angluji
data ka treningo. Kote sas vi e Milena mui drugarica. Zajedno
trenirisardjam duj asur taj palal geljam te xas sladoledo.
O treneri phendja mang kaj s te inav mang patike aj o trikovo
dobindem lestar.
Mamijo, but kamav tumen!

Tumari unuka e
Muo anav
Muo nevo hobi

E mami Mica lja irjate jek lil. Kethane le paposa,
le Draganosa itosarde o lil!
Te aves
sasti mamijo!
Sar _______? Me sm but mito! Sar s o papo? Ramov tuk kodo
lil, k kamav te phenav tuke kaj s man jek nevo ________. Me
av te khlav _____________! E rjat angrdja man o tata angluji
data ka _______. Kote sas vi e Milena mui drugarica. Zajedno
trenirisardjam duj asur taj palal geljam te xas ______________. O
treneri phendja mange kaj s te inav mange ________ aj
o trikovo dobindem lestar.
Mamijo, but kamav tumen!

Tumari unuka e
Muo anav
Muo hobi
Ramosar jek lil kodolesk/
kodolak kas tu kames.
Ramosar pa o hobi!
Te aves sasto/sasti ______________!

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511678-LLP-1-2010-1-AT-KA2-KA2MP

ROMANI TEACHING MATERIALS

Marcus Wiesner, Barbara Schrammel-Leber, Ernedina Muminovi

MYSELF AND MY FAMILY

THE HOUSE/CARAVAN AND ITS ACTIVITIES

ROMA CRAFTS AND OCCUPATIONS

FESTIVALS AND CELEBRATIONS

TRANSPORT AND TRAVEL

FOOD AND CLOTHING

TIME, SEASONS AND WEATHER

NATURE AND ANIMALS

HOBBIES AND THE ARTS

Working with the CFR Learning objectives

Relevant descriptors in the language grid (can do) OR I can statements:

Working with the ELP

Vocabulary| Sub-topic 01: Myself and my family

the message (SMS)

the, this, that

maj palal, posle

Vocabulary| Sub-topic 02: Myself and my friends

Vocabulary| Sub-topic 03: Me and my surroundings

not being allowed

(lit. the woman who cleans)

Forming clauses and Clause position, Present Tense

Simple Interrogatives, Perfect tense, Plural

Duration: 20 min | Skill: a

Mat./Res.: Reading worksheet 02

Note: is activity can only be done subsequently to activity 02.

Mat./Res.: Cards worksheet 04, lined paper

Teaching activity 05 | Sub-topic 01: Myself and my family Casting TV-role

Preparation: Enlarge Worksheet 05 twice to A3 and cut one of them as marked.

Preparation: Print and laminate pictures of worksheet 06.

Duration: 15 min | Skill: a

Children hear the listening comprehension E direktorka (worksheet 07) twice.

Duration: 15 min | Skill: a e | ELP: Dossier

Note: is activity can only be done subsequently to activity 08.

Teaching activity 10 | Sub-topic 01: Myself and my family Worksheet Mu familja

Teaching activity 12 | Sub-topic 01: Myself and my family Worksheet E vjata

Mat./Res.: Reading worksheet 10

Teacher hands out the text E vjata (worksheet 10).

Mat./Res.: Listening worksheet 13, Audio device

Children hear the listening comprehension E mami (worksheet 13) twice.

Lesson plan 01 | Sub-topic 02: Mu nevi drugarica- Textual comprehension

Mat./Res.: Reading worksheet 02

Preparation: Enlarge worksheet 05 twice to A3 and cut one of them as marked.

Adjes sas muo

Kalderash_Secondary_A2_eng_unit-01 | worksheet 01, worksheet 02 | 11

Amen sam jek

Datumo kana bijandilem:

Adjesutno datumo _____________

3) Sostar naj slobodo te prastan le avo?

Sar san mu ejo? So kres?

Halo mamijo! Ake vorta akana avilem

Sar sas tuk ande kola?

Mito sas, mamijo, ali but bokhali sm.

Me kam arsav tute tela de minutur.

Kodo s but mito mamijo!

Devlesa mu ukar ejo! Me sdjarav!

Working with the CFR Learning objectives

Relevant descriptors in the language grid (can do) OR I can statements:

Can write a postcard or a short text about his/her home.

Working with the ELP:

Forming Future tense, Forming Perfect 1st Pers. SG

Vocabulary| Sub-topic 01: Myself and my activities